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When you use paper rate tool and plagiarism checker, you learn how to write essays with no mistakes. Each time you get the paper rate, you can take your time to think over all your mistakes (if y they exist) or enjoy your success (if no mistakes are found).

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The results will be given in The average sentence length will be measured the level of academic vocabulary usage and the tips and prompts as well.

At the end of the rating your essay, it will be graded. For instance: “Grade 81 B” or “Grade 97 A”. It is proved: students, regularly using the smart checker of paper rater or an essay grader, show the better results in their education.

University students ought to possess certain skills to get grades they need in their classes. One skill that is vital for getting excellent grades is the ability to produce a good piece of writing. Some people have an inborn ability to write essays well and need little to no aid. If you are one of those students who do a great job when it comes to the research aspect, but the writing process is rather challenging for you, you may want to tap into our online paper grader.

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Our Essay Grader is an intelligent tool that leverages the most advanced proofreading algorithms to produce accurate examination eliminating plagiarism and grammar mistakes. Our website that grades essays is available 24/7, we do our job in the most proficient way so that you could save your personal time and money. If you have created an assignment but doubt whether it is good enough thinking “I need to grade my paper” – we are the ones who can do it perfectly.

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Our essay rater service combines automatic algorithms, as well as manual evaluation by professional editors possessing higher education in English language and/or literature. After having checked language aspects, your text will be transferred to the specialists in the field related to the topic of your assignment to check the content. We have a staff consisting of linguists from different parts of the world so that we can provide assistance to all rate my paper related inquiries on short notice if needed. It does not matter whether you live in Europe, USA, Canada or New Zealand, our smart algorithms will start analyzing your writing immediately after you have submitted your request. We can satisfy the needs of our consumers most efficiently.

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Before you discover the advantages of the tool, you might be curious about how specifically our rator functions. The thing is that you do not simply ask it to “grade my essay” and then expect it to come back with a grade on it. Let us explain to you how the service works.

The process of using a paper rator is quite straightforward. The initial thing that you need to do is write your assignment. You will need to follow the instructions to submit the document into our rating tool.

While proofreading, there will take place an assessment of your spelling and grammar. An additional parameter that is typically subject of analysis is the use of your language in the essay as well as transitions. It is also worth mentioning plagiarism, which is another item our paper rator tool checks. The reason being that copying someone else’s work without giving them due credit is not acceptable in higher institutions or the real world for that matter. After your assignment is given back to you, you may want to take the necessary time required for making revisions of your creative papers. Having made all the essay corrections, you may now submit it to your teacher and get an excellent mark.

If you have difficulty getting excellent marks for your essays, you now have the option to get professional assistance in the matter. We can not only write papers for you, but we can also grade them so that you find out your areas for improvement. After using our paper rater service with your essays, you will be aware of the changes you need to make to get a desirable grade from your teacher. Do not leave your grades to chance. Double-check to walk an extra mile to improve your marks by using our paper rater tool.

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Knowledge is power, and it is the key message that we’re trying to put across. If you are ready to work hard without making up excuses, it means you are prepared. The same goes for successful academic writing. If you can predict a mark that your teacher is going to give you and you are not happy with it, you have all the means to change the situation. So submit your paper for “rate my essay” analysis and see how your university life changes for good!

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Understanding grades

Getting a mark over 50% means that you are beginning to understand the difficult work of your degree. Getting over 60% is excellent because it means you have demonstrated a deep knowledge of your subject to the marker.

You may be used to getting marks of 90–100%, but this is very unlikely to happen at university. Remember that marks in the 50–70% range are perfectly normal. Your grades will improve as you get used to working at university level, and in the style required by your degree subject.

Degree classifications

UK degree classifications are as follows:

• First-Class Honours (First or 1st) (70% and above)
• Upper Second-Class Honours (2:1, 2.i) (60-70%)
• Lower Second-Class Honours (2:2, 2.ii) (50-60%)
• Third-Class Honours (Third or 3rd) (40-50%)

Visit the  Regulations  for further information on degree classifications.

In your first year at university, achieving a grade of 50% or more is a good thing. You can build on your work and improve as you work towards your final grade. Scores above 70% are classed as “First”, so you should be very excited to get a grade in that range.

It is rare for students to achieve grades higher than 90%, though this can happen. Remember as well that you will be surrounded by other highly motivated and capable students, so you may not automatically be top of the class anymore! Don’t worry – lots of your fellow students will be feeling the same, and there is always someone you can talk to about this. Having realistic expectations about your grades will help to reduce the possibility of feeling disappointed with yourself.

How to get a high mark

Before starting a piece of work, make sure you understand the assessment criteria . This may vary depending on your course and the specific piece of work; so ask your tutor if you are unsure.

In general, high marks will be given when you display that you have clearly understood the subject and included relevant detail. The best marks will go to students who show that they have read around the subject and brought their own analysis and criticism to the assignment.

Low marks will be given to a piece of work that suggests you don’t understand the subject or includes too much irrelevant detail. This applies to coursework and exams, so planning your work before you start is always a sensible option. Speak to your tutor if you are unsure about the requirements of a specific piece of work.

Don’t be afraid to ask

You may encounter different classifications, or courses that don’t use exactly the same boundaries. If you need help understanding the exact requirements of your course, contact your tutor for clarification.

When you’ve had your work returned to you, remember to look at the feedback to see where you could improve – this will give you the best chance of achieving a better grade in the future.

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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Grades in essay results

August 23, 2009 by Roy Johnson

sample from HTML program and PDF book

1. There are two systems of essay grades commonly used in further and higher education [in the UK]. One is the numerical percentages system of grades (from 0 up to 100) and the other is the alphabetical letter system (from A to E, F, and G).

2. Older, traditional universities sometimes employ a similar system, but using the initial letters of the Greek alphabet – Alpha, Beta, Gamma, and Delta.

3. Those using the English and Greek letter system often employ the further refinement of a plus and minus system to provide a greater degree of discrimination. In this system, the grades Beta-plus (B+) and Alpha-minus (A-) represent incremental grades between Beta and Alpha.

4. Although these systems are in widespread use, there might be minor local variations. An example of the other common [sixteen-point] marking scheme is given below. See also the section on assessment.

5. In numerical percentages especially, there is sometimes a sense of fuzziness about the distinctions between one grade and the next. It is also quite common not to award percentages over eighty.

6. The percentage and letter grades, corresponding to the standard university degree classification, are as follows:

7. For most courses, the boundary between a pass and a fail will be forty percent. Below this there can be different levels of failure. A tutor might award thirty-five to record a near miss. This could permit a student to re-submit a piece of work or maybe to re-sit an examination. The band of marks between thirty and forty is sometimes called a ‘compensatory pass’.

8. A mark as low as twenty-five suggests a basic misunderstanding or a serious lack of achievement. Below this, there are further possible degrees of failure. These marks may sometimes be designated as E, F, and G in the letter grading system – though some institutions stop registering grades at D.

9. Low marks for individual pieces of work might nevertheless be significant depending on the system for calculating an overall course grade. One single low essay grade on a course might bring down an average score – or it might be disregarded as an aberration if all other grades were high.

10. Above forty percent there is a band of ten marks which designate a ‘bare pass’. The question has been considered, but that is all. The answer might be weak and hesitant, either in the arrangement of its ideas or in the quality of its arguments and evidence . The manner of expression might also be shaky. This band corresponds to the D grade in the letter system or a third (III) or pass mark in the traditional university system.

11. Work which scrapes through the pass mark will usually suffer from a number of weaknesses. The answers might have been very short, the focus of the argument might have wandered on and off the required subject. It might lack coherence and structure , and the expression may have been hesitant or clumsy. In work of this calibre there is often no indication that the student knows which is the more and which the less relevant part of the argument.

12. The higher the grade awarded to an essay, the greater must be the proportion of material it contains which is directly related to the question. Conversely, there should be as little as possible which is not relevant . The success of the work, in almost all cases, is directly related to the ability to focus single-mindedly on the question topic(s).

13. Next comes the band between fifty and sixty percent. Grades at this level represent a greater degree of competence, both in terms of handling the issues and the manner in which they are expressed. There may be a greater degree of fluency in the written style, and the generation of ideas. More supporting evidence may have been offered, or examples discussed. However, there will still be weak patches, and possibly mistakes or omissions which dilute the overall effect of the essay. This band corresponds to the C grade or the lower second (II.ii) in the other grading systems.

14. Grades between fifty and sixty are perfectly respectable. They represent rising degrees of competence in handling the issues raised by the question. These grades reflect an average ability in the subject at this level – yet they often seem to cause more problems than any other grades. Many students imagine that such results represent a humiliating failure to succeed, when in fact they demonstrate competence and success – albeit at a moderate level.

15. In the next band, between sixty and seventy, there will be a rise in the quality of written expression, argument and evidence . There will also be far less extraneous material and usually a greater degree of self-confidence in the writing. The essay will demonstrate an ability to focus attention on the question. This is a standard which shows a well informed and firm grasp of the issues involved, and the intellectual capability to deal with them. This band corresponds to the B grade or the upper second (II.i) in the other systems.

16. Students often want to know (quite rightly) what constitutes the difference in quality between two results, one of which might score 59 and the other 62 percent. This is a gap of only three marks, but enough to make the distinction between a lower and upper second level pass. The answer is that the better work probably has a stronger sense of focus and structure , presents more concrete evidence, or makes a closer engagement with the details of the question.

17. The regions beyond seventy or seventy-five are normally reserved for work which is clearly outstanding in its quality, intellectual breadth, and fluency of articulation. Answers pitched at this level are likely to be very confidently presented, and they will demonstrate a breadth of knowledge and reading in the subject which make it especially praiseworthy. Marks in this band are often awarded to work which not only answers the question but say something insightful or original about it as well. This band corresponds to the A grade or first class award (I) in the other systems.

18. Keep in mind however that essay questions do not require you to be dazzlingly original. Your tutors will be perfectly happy to award good grades to work which shows that you have studied the course material and answered the question .

19. Most institutions use similar standards of assessment, even though many of them do not make the criteria explicit. Here is one which does.

© Roy Johnson 2003

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UK Grading System

The UK education system is unique as so is the grading system applied by educational institutions. However, the reputation of British higher education is largely attributed to such efficient education and grading system. Due to this many foreign countries have embraced the UK education and grading system either complete or with minor variations.

Understanding local grading system at the university you want to apply and in the foreign country you aim to study in, it is of essential importance. If not for anything else, you need to understand it in order to convert your grades and compare that to your university grade requirements.

Often times, too many international students, find the grading system in the UK a bit intriguing. To a large extent, this is something not to be worried about and quite expected. The reasons underneath this confusion have to do with students getting used with their native grading system.

To solve this problem in no time, below we explain everything you need to know about the grading system.

Grading System in the UK

At the very beginning it is very important you recall the fact that the grading system of the UK’s constituent countries varies to a certain scale. Overall, the grading system applied in England, Wales and Northern Ireland share a lot of similarities, while the Scottish grading system is different.

Grading system in compulsory education

Compulsory education in the UK is divided into four major key stages. At the end of each key stage, students sat in various examinations and their academic achievement is evaluated against national curriculum levels. In addition to your test scores, other factors like your projects and your participation in coursework will be taken into consideration to evaluate your performance. There are 8 such levels and an additional level standing for “Exceptional performance”. Taking this periodical assessment tests is mandatory at the age of 7,11 and 14.

Following the completion of compulsory education, British students must undertake their GCSE exams to assess their learning progress up to that stage. There are two GCSE grading systems applied in the UK. As of 2018, GCSE grades in England are indicated by numbers from 1 to 9. On the other hand, in the old GCSE system used in Wales and Northern Ireland students’ achievement is evaluated using a letter grading scale from A* to G.

Grading system in UK Higher Education

The UK has a unique higher education grading system. Its most unique feature compared to traditional grading systems is that it aims to be more specific in describing students’ academic achievement.

This type of assessment method is highly valued because it offers many advantages. Most importantly it highlights your academic strengths and specific skills, therefore, it helps employers gain a better understanding of your true potential.

Since it is proved to be such an efficient tool to assess students’ performance, many foreign countries like Canada, Australia and India are using the same grading system on some occasions with small changes to fit into their own local educational context.

The UK universities use a letter grade scale from A to F to indicate their students’ academic performance. If you get an A it means you have shown outstanding knowledge whereas if you get an F it means your score is not sufficient to pass the exam.

Listed below are grades you can take at university in the UK and their definition

However, we already mentioned that UK universities tend to be highly specific when evaluating their students’ academic score. This is to say not all students who get an A have performed the same.

This marking principle is not only limited to the fact that all students who have the same grade lie into different mark bands. At the undergraduate level, final degrees are also classified according to overall students’ academic performance.

Depending on your academic achievement, undergraduate degrees are classified into the following categories:

• First-class Honours (70% and higher).
• Second-class Honours ( 50% -70%).
• Third-class Honours (40% – 50%).

First-class degree

The first-class degree or often commonly referred to as “first”, is the highest academic achievement at the undergraduate level in UK universities. In more simple terms it means that your overall academic score is equal or above to 70% of the total score you could have achieved in your undergraduate degree course. It is like saying your average grade at the undergraduate level was an A.

If you get a first-class degree it means that you have demonstrated an outstanding level of knowledge through your course and you’re highly competent at the subject you’ve studied for.

As you can easily assume the British universities apply some of the highest academic standards. That being said, in order to achieve a first-class degree, you have to be among very few students who show an outstanding level of academic achievement. In recent years the number of first-class graduates in the UK has increased smoothly, but their proportion remains small still.

Usually, your overall marking score must be at least 70% in order to be awarded a first-class degree, but sometimes changes depending on the university you’re studying at.

Quite often your grades in the first year are not taken into account in your final qualification, but your academic progress in the second and senior year definitely will.

Note that since a first-class degree requires an excellent intellectual aptitude, it is not common for UK universities to offer joint first-class degree courses. However, famous universities like Oxford, Cambridge and Glasgow do offer some courses of that kind.

Second class degree

The second-class degree is divided into two categories: upper second-class degree and lower second-class degree.

The upper second-class degree is labelled as 2:1 degree (read “two-one”). In order to be awarded a 2:1 degree (read “two-one”), your academic score must range from 60% to 69%. By definition, it means that you have shown pretty good knowledge, but there is some room for improvement.

Typically, you’re going to need an upper second-class degree if you want to enroll a master degree in the UK because it is the minimum entry requirement. An upper second-class degree also puts you in a favourable position in the job market as it is very much sought-after from employers.

The lower second-class degree is commonly known as a 2:2(read “two-two”) degree. Compared to other classified degrees described in previous sections a lower second-class degree is a lower academic achievement, therefore doesn’t draw any significant improvement in your CV and your employability.

Third Class Degree

A third-class degree is the lowest academic qualification you can get in an undergraduate degree program. Students to whom is awarded a third-class degree have taken marks between 40% and 49%, which is surely something you should not aim for.

Unfortunately, the prospects of finding a good job or succeeding in postgraduate education holding a third-class degree are low. Statistically, third-class students share the smallest proportion of undergraduates in the UK.

Note that in some cases student whose final academic score lies close to the minimum required to get a third-class degree, will still be awarded a regular degree known as Pass.

The UK Grading System and ETCS grades

European Credit Transfer and Accumulation  System is a common grading framework used by European countries in order to facilitate the process of converting grades from a local grading system to another one.

The table below shows final grades in the UK and their corresponding equivalent in the ECTS system

Note however that ECTS are to a large extent optional and universities are still free to apply their own grading policies. Most of the time, the transcript of a student’s grade in Europe will contain an additional column for ECTS grades alongside local grades.

The UK Grading System and The US Grading System

Since the US grading system is very popular and many US students are attending university in the UK it is very interesting to see how does one grading system stand compared to the other.

The table below shows grades at UK universities and their equivalent in the US grading system

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How does the uk university grading system work.

Whether you’re already studying or are about to, it is important to understand how the UK university grading system works.

When it comes to studying an undergraduate or postgraduate degree in the UK, grading systems vary. Whether you’re about to start your degree, or you are close to the third year of your course, it’s important to understand how your final grade will be calculated. Luckily, it’s easy to understand.

University grading: degree classifications explained

Universities in the UK follow a standard grading system for degree classifications based on the overall percentage achieved. The four university grade boundaries are:

• First-Class Honours (1st) (70% and above): Exceptional academic performance
• Upper Second-Class Honours (2:1) (60-70%): Strong performance, most common degree class
• Lower Second-Class Honours (2:2) (50-60%): Satisfactory performance, widely accepted by employers
• Third-Class Honours (3rd) (40-50%): Minimum passing grade for an honours degree

What is the postgraduate grading system in the UK?

The British postgraduate grading system differs quite a bit from the undergraduate one. Depending on whether you are undergoing an Integrated Masters Degree or a Standalone Masters Degree the grading system will differ. Like undergraduate, Masters Degrees are graded by creating a weighted average, combining all your module results from the year(s).

An integrated masters is one which follows directly from an undergraduate course. Common in Science degrees, where you apply for a four year course. In your second year you will be able to choose to either complete a Bsc (Bachelor of Science) or follow the path to achieve an MChem (Masters in Chemistry) etc. Integrated Masters degrees are graded the same as undergraduate degrees.

Standalone Masters include Masters Degrees by Research and Taught Masters Degrees. Masters degrees by research commonly referred to as MRes or MPhil are focused more on individual research skills with less taught modules. These degrees are usually graded as a pass or a fail.

Taught Masters degrees require a total of 180 credits. These credits are split between assignments, assessments and a dissertation or final project. Each module will have a certain amount of credits attached. For example, you may have single modules weighted at 15 credits, double modules (that span over two semesters) at 30 credits and a dissertation weighted at 60 credits. As taught, Masters Degrees are typically only a year long, every module counts to your final grade.

Instead of a First, Upper Second, Lower Second and Third, there are only three grade classifications for a Masters Degree. These are Distinction, Merit and Pass. The boundaries for these may vary depending on your university, however the common boundaries are shown below.

• Distinction: much like a First at undergraduate level, a Distinction is awarded when you achieve a percentage grade of 70% and above.
• Merit: you’ll be awarded a Merit if you achieve a grade average between 60-69%.
• Pass: a pass is awarded when you receive a grade average between 50-59%.
• Fail: If you do not receive at the minimum an average of 50%, the Masters qualification is not awarded. If you do think you are heading towards failing, try not to stress. You can speak with your module leaders about retaking any assignments or examinations to bump up your grade.

What can I do if I think I am going to fail my degree?

If you feel as if you are heading towards failing your undergraduate or postgraduate degree try not to panic. Easier said than done but you do have plenty of options.

As an undergraduate, you have three or four years to make up the credits you need to pass your course. Therefore, you are able to retake any modules you have failed in other years. For example, if you fail a Film module in first year, you can retake this module in your second year. If you fail numerous modules you are able to retake the entire year.

Another option is to retake any failed assignments or examinations throughout the year. This is easily done through referral or deferral assessments. Referral assessments are like resits, whilst deferrals allow students to postpone any assessments or extend any coursework deadlines. To qualify for a deferral you will need to prove that your performance has been affected by a personal circumstance (e.g. medical condition). To be granted a deferral you will need to fill out an application. Referrals and deferrals can be implemented at both undergraduate and postgraduate levels.

Finally, if you feel as if your grade is an unfair reflection on your work you can submit an appeal. If you do this, your mark will be re-marked or looked back over by an examination board or your lecturers. Simply speak with your lecturers if this is something you would like to do.

Interested in going to university? View our university rankings and league tables to help you with your decision.

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Escape Studios

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• Common Grading Scale (CGS)
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Common Grading Scale

The Common Grading Scale (CGS) replaced the Common Assessment Scale from September 2014. 

The CGS provides a common, alpha-numeric marking scale which is used across the University. This enables you to compare your performance in different disciplines and courses and ensures consistency in assessment.

The Scale comprises 23 discrete Grades grouped into seven Bands with an associated Grade Point for each grade. These Grade Points are used for the purposes of aggregation to (i) determine the overall course mark from a number of components (eg end of course exam and essay mark) and (ii) determine overall honours degree classification.

Each band has associated Descriptors; in looking at the Grade received, you should refer to these descriptors to help you understand your Grade.

• The Common Grading Scale in full , with associated detailed descriptors.
• For information about Undergraduate Degree Classification
• For  information about Postgraduate Taught Degree Classification
• Undergraduate students' Frequently Asked Questions about classification and award of degrees.
• Postgraduate students' Frequently Asked Questions about classification and award of degrees.

Ongoing assessment throughout your course to help you and your tutor monitor your progress. Formative assessments do not count towards your final mark. Most of our courses feature some element of formative assessment.

Assessments that take place at the end of units or at the end of your course to evaluate your understanding of the materials you’ve studied. Summative assessments contribute to the final mark you receive for your course.

Some courses may involve formal exams that you have to attend in person at the end of your studies.

Credits are an indicative guide to the length of time it takes an average student to complete a course’s learning outcomes.

• 1 credit = 10 hours

One SCQF credit represents an average of 10 hours of learning time, including teaching, private study and assessments.

You may take more or less than 10 hours to complete one SCQF credit, but this will not affect how many credits you receive for completing it. However long you take, you’ll still receive one SCQF credit.

Graded Written Paper

The graded written paper will help the Admission Office assess the student’s written expression in an academic setting. This will further the holistic understanding of the student’s application and help admission officers evaluate the student’s potential contributions and ability to thrive in the University’s rigorous academic environment.

We ask all students to submit a graded written paper for consideration as part of their application to Princeton.

When selecting a paper to submit, please keep in mind the following guidelines:

The paper should be writing done for an academic course, preferably an English, social studies or history course, during the last three years of secondary school, including senior year.

You may send a paper, essay, research paper or essay exam. We are interested in seeing expository writing only, not creative writing.

One to two pages in length is sufficient.

The paper should include the course instructor’s grade, and comments if your instructor provided any.

Princeton no longer requires applicants to submit the optional writing section of the SAT or ACT (the SAT Essay or ACT Writing Test), because taking the test with the optional writing section adds an additional cost that may be a financial burden to some applicants. We became concerned that students at schools where the ACT or SAT is offered for free, but only without the optional writing section, would then need to pay to take the test with the optional writing section. Please review our standardized testing policy .

NOTE: If submitting an official score report is a financial hardship, Princeton will continue to review applications with self-reported scores, verified by a school official such as a school counselor, teacher or dean.

For Transfer Applicants

For transfer applicants, a graded paper may come from a course taken within the last two to three years of schooling. While we prefer that it be in the subjects of either English or history, we will also consider papers from courses in the humanities and social sciences for our transfer applicants, provided they meet all other requirements listed.

How to Submit the Graded Written Paper

To submit your graded written paper, choose one  of the following options:

Option 1:  Upload the graded written paper alongside your application materials when submitting the Common Application or QuestBridge Application.

Option 2:  Mail, email or upload the graded written paper to your applicant portal.

The grade and the teacher comments should appear on the paper. If a grading rubric was used, please include this information along with your paper. The Admission Office is more interested in the quality of the writing than the grade it received and encourages you to submit a graded written paper that shows your best efforts, regardless of the grade.

If your school does not offer grades for student work, please submit teacher comments and a rubric. 

If you have already graduated and are taking a year off, you may contact your secondary school to obtain a graded written paper.

Please see additional information about the graded written paper on the pages that offer further details for:

Transfer students

International students

Home-schooled students

• Schools & departments

The Common Marking Scheme and what constitutes each grade.

Degree examinations have a pass mark of 40% and are graded according to the University's Common Marking Scheme.

Common Marking Scheme

Assessed work is graded according to the University’s Common Marking Scheme:  

Guidance on what constitutes these grades follows. 

A1 (90-100%)

An answer that fulfils all of the criteria for ‘A2’ and ‘A3’ (see below) and in addition:  

• Shows an exceptional degree of insight and independent thought.  
• Demonstrates true flair in tackling issues.  
• Is of outstanding quality, in terms of scholarship and originality.  
• Often faultless.  
• The work is well beyond that expected at the appropriate level of study.  

A2 (80-89%)

An answer that provides a fully effective response to the question. It should:  

• Show excellent scholarship, with substantial knowledge of the field and an ability to integrate evidence from this in a critical way and go beyond it.  
• Achieve a high quality of analysis early on and sustain it through to the conclusion.  
• Use information and examples accurately and concisely to inform the answer.  
• Demonstrate a critical and committed argument, showing insightful scientific judgement and a balanced awareness of other interpretations but not afraid to question them.  
• Exhibit creativity or originality and academic maturity.  
• Be very well-written and presented - its use of English and presentation should be commensurate with the quality of the content.  

A3 (70-79%)

A sharply-focused answer of high intellectual quality. An essay in this band should have major elements of the following:  

• Adopt a comprehensive approach to the question and maintain a sophisticated level of critical analysis and discussion throughout.  
• Provide a clear and coherent structure, showing logical, ordered thought.  
• Show knowledge of a comprehensive range of up-to-date material, handled in a professional way.  
• Contain appropriate diagrammatic information, incorporated in a manner which enhances the answer.  
• Deal confidently with the complexities and subtleties of the arguments, using information and examples creatively to arrive at independent conclusions.  
• Shows elements of personal insight / creativity / originality.  
• Contain few or relatively minor flaws.  
• Be well-written and presented, with a good command of English and grammar.  

A very good answer that shows qualities beyond the merely routine or acceptable. An essay in this band should contain many of the following features:  

• Address the question directly and fully, showing clear focus on the subject with only trivial deviation.  
• Exhibit a clear and coherent structure, showing logical, ordered thought and clear presentation.  
• Exhibit knowledge of a very good range of up-to-date material, perhaps with some gaps, but handled in a professional way. 14  
• Display understanding and handling of key concepts: shows a firm grasp of the subject and current theory (but there may be gaps).  
• Show initiative, the ability to think clearly, to critically evaluate ideas, to bring different ideas together, and to draw sound conclusions.  
• Display evidence of further reading and appropriate use of examples and diagrams.  
• Contain no significant errors of fact or interpretation.  
• Develop a coherent analysis/argument proceeding to a convincing conclusion.  
• Be without major blemish in the quality of the writing and presentation.  

A good answer with elements of the routine and predictable. An essay in this band should:  

• Show sound knowledge, although limited.  
• May contain occasional factual errors and misunderstandings of concepts but this should not be a dominant impression.  
• Be generally accurate - inaccuracies, if any, should be moderate.  
• Show understanding and handling of key concepts. There may not be a firm grasp and depth of understanding of all the key concepts.  
• Be focused on the subject, with relatively little irrelevant material.  
• Exhibit a limited degree of critical analysis and evaluation.  
• Be structured in a reasonably clear and coherent manner, generally presenting ideas and information in a logical way and often with some examples.  
• Generally be well-presented but there may be minor flaws in information, figures and standard of English.  
• Generally show a good quality of writing and presentation.  

A passable answer which understands the question to a degree and displays some academic learning. An essay in this band is likely to exhibit a number of the following features:  

• Should display basic knowledge but may have significant factual inaccuracies and omissions. It may lack clarity of structure and show poor logical development of arguments.  
• Should be intelligible but may well have significant deficiencies, such as poor expression, irrelevancies to the question asked, deviation from the core issues, and limited conceptual components.  
• May show superficial understanding and handling of key concepts and there may be gaps in understanding, lack of detail, or explanation of key concepts and ideas; some may have been omitted.  
• Show limited critical analysis and discussion. The arguments and conclusions may be weak or lack clarity. The emphasis is likely to be more on description than analysis.  
• The presentation may show flaws in the overall standard of presentation or in specific areas such as figures and standard of English (e.g. repeated minor spelling, punctuation or grammatical errors). 
•  May give a general impression of a rather poor effort, with weaknesses in conception or execution. It might also be the right mark for a short answer that at least referred to the main points of the issue.  

An answer with evident and substantial weaknesses or inaccuracies of understanding but conveying the sense that with a fuller argument or factual basis it might have achieved a pass. An essay in this band is likely to:  

• Display limited knowledge, with inaccuracies.  
• Show insufficient understanding, with significant concepts omitted or poorly expressed.  
• Inadequately address the subject, with poor discussion and no real attempt to critically evaluate the work.  
• Lack a coherent structure.  
• Show a poor overall standard of presentation, with problems in writing style and expression (making it hard to follow the content), and a poor standard of English.  
• Show only a few number of clear and relevant sentences on the topic which are essentially correct and contain information appropriate to the specific question, possibly with a relevant diagram.  

An answer showing seriously inadequate knowledge of the subject, with little awareness of the relevant issues. An essay in this band may contain:  

• Largely irrelevant or erroneous material and be very limited in scope consisting, for example, of just a 2-3 clear and relevant and essentially correct sentences on the topic but not necessarily centrally addressing the question.  
• Significant confusion.  
• Very limited, incorrect or no critical analysis and discussion.  
• Little or no attempt to order the material in a systematic way.  

An answer that falls far short of a passable level by some combination of short length, irrelevance, lack of intelligibility, factual inaccuracy and lack of acquaintance with relevant academic concepts. An essay in this band may exhibit:  

• Very little knowledge of relevance to the question and irrelevant or erroneous material.  
• Minor evidence of understanding.  
• No coherent discussion.  
• No attempt to order the material in a systematic way.  
• Some relevant words, not explained very clearly, but going beyond simple paraphrasing of the question.  
• An answer without any academic merit which usually conveys little sense that the course has been followed or of the basic skills of essay-writing.
• The presented work is of very little relevance to the subject in question or does not go beyond paraphrasing of the question.
• Some attempt to use some relevant words
• A blank answer or an answer with no text of relevance to the question should be awarded zero.  

Overall the mark is greater than 40% but the student has failed a component which must be passed to pass the course (for example, an exam mark of <40%). The student must retake and pass the failed component to pass the course. 

Credit allocation and conversion of grades

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University Grade Calculator

• University Grade
• Final Grade

Disclaimer: Whilst every effort has been made in building our calculator tools, we are not to be held liable for any damages or monetary losses arising out of or in connection with their use. Full disclaimer .

Calculate your uni grade

Our university grade calculator takes a percentage mark for each of your university courses (assignments or modules) or academic years, together with the percentage or credit weighting, and returns a weighted average for the parts you have completed so far.

How do I calculate my weighted university grade?

In order to work out your weighted average grade for your university year, module, or assignment, we take the marks (or grades) multiplied by their respective weights, sum them together, and then divide the total by the sum of the weights. An example is shown below, and the calculation is shown at the bottom of the results.

Example calculation

Student A is studying a degree in Computer Science and has undertaken three modules so far. They want to calculate their average weighted grade for the three modules.

Student A's average mark is therefore calculated at 64.5%.

Unweighted calculations

If you wish to carry out an unweighted calculation, simply leave all the weight boxes blank, or make them equal. If you want to work out the mark you require on your final exam, you can use our final grade calculator tool .

What mark do I need from the rest of my course?

Our calculator can help you work out the average mark you need from the remainder of your course, in order to achieve a target percentage, so that you can see whether you're on track to achieve the grade you want.

If you have any problems using our university grade calculator, please contact us .

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Free Online Paper Grader Calculator: Rate Your Essay In Seconds

Use our ultrapowerful, fully free paper rater to accurately grade your essay before submitting it. Get deep and extensive feedback for perfecting your written assignments.

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One of the most popular searches among students is “grade my essay free”. It is not hard to understand scholars. Colleges from all over the world are now loading their pupils with absurd amounts of essays. Tens of research papers per studying year, writing all day long. And with all that pressure students are forced to maintain good grades. Essay topics never change, but they expect original thoughts from students. How is it fair? Let’s imagine a situation. I am a college student. Each day I wake up at 6 am and start writing. Finally, three hours of hard labor finally bore fruit – an essay. I can’t submit it straight away. I have to rate my essay online so I can fix all problems and resolve all issues. Only after I grade my college essay on a trusted website I can send it to my professor and be sure of getting a good grade.

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“Help me rate my writing! Please, rate my paper grammar!” That’s how one morning began for us a few years back. An email from a student, depicting the unjust reality of college academic writing. We saw it as an opportunity to help, so the development of a proficient online content checker began. After a number of sleepless hours connecting AI to machine learning, it was done. Finally, a beautiful unicorn. The one and only, friendlier one among paper raters. Now, our software is capable of proofreading, plagiarism and grammar checking, and formatting every type of written document there is. Any level of difficulty, fully automatic rating, available 24/7. Here are some short descriptions of our most popular grading tasks.

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Free essay review online is completely automatic now! No more need to press those prehistoric buttons, everything happens in the background. It happens so fast, that results will appear on the screen faster than you say “review my essay free please”. Advanced information technologies and algorithms are always ready to serve you.  Essay evaluator online is free, easy to use, and yields fantastic results. It will show your weaknesses, and show smart suggestions on how to improve your writing. Isn’t that what every student wants? Clear and unobtrusive experience. Modern product to satisfy somewhat redundant needs and fit annoying requirements.

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Thesis Grader

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Who Can Use Our Essay Rater to Grade Papers

Who do you think uses our essay tester? Aliens? No! Average people, just like you. There are plenty of people who need their texts checked and corrected. Since it’s hard to find a part of modern life or profession where the writing of some sort is not involved, just about everyone uses it. Parents are using it as a school paper grader to help their kids. Teachers and professors use it as college essay grader. No modern education institution can live without essay or paper rating. However, it is necessary to discuss specifics, get to those details, look in every nook and cranny. Let’s have a glimpse at three main categories of our users.

Online Paper Grader for Students

Grading college papers is a pain for every student out there. But writing those papers is even worse. You have to come up with an idea, turn an idea into words, words into sentences, and so on. And even after you’re done, you have one more step – grading paper. You can ignore it, but how would you know your weaknesses? Please, use our grading papers calculator to check your essays so you could always get the best marks and stay on top!

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March 26, 2024

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If university grades are going up, does that mean there's a problem?

by Phillip Dawson and Thomas Corbin, The Conversation

In 1894, Harvard University commissioned a report on grading standards, due to concerns that:

Grades A and B are sometimes given too readily—Grade A for work of no very high merit, and Grade B for work not far above mediocrity.

More than a century later, the fear of declining academic standards continues. In Australia, there are ongoing media reports about universities awarding increasing numbers of high grades. Evidence has also been found in the United Kingdom and the United States . Some US studies suggest grade averages have been steadily increasing since at least the early 1960s .

This week, a report by academics at the University of Sydney found a 234% increase in the number of high distinctions awarded to students at the university between 2011 and 2021 (the university notes it changed its grading model in 2012).

Education experts call this " grade inflation ." It is often presented as a negative, a sign of lowering standards. However, this is only one way to look at the phenomenon of marks going up.

What are grades for?

Behind concerns about grade inflation are assumptions about what grades are and what they are meant to do.

Several decades ago, assessment used to be " norm referenced ." This means the performance of students was measured against their peers. In this system, the best students get high distinctions, the worst fail and there's a bell curve in between. This holds true regardless of the quality of the teaching and the capability of the students.

A high distinction in this system communicates you were one of the best students. It's a commodity valuable primarily because of its rarity, like a gold medal at the Olympics. It says nothing about what you are capable of, because your performance was entirely judged against what your peers could do.

But norm referenced assessment has since gone out of fashion. In Australia, the Higher Education Standards Framework now requires students to be assessed against predetermined standards. If a student meets the standard for a high distinction, they get one.

The mark of high distinction signals they met a very high standard. The performance of their peers does not matter. If there's a particularly strong student cohort, or improvements to teaching, more people get high grades.

There has been a change in assessment

Grades are the product of assessment, so significant changes to assessment in recent years may also have driven grade inflation.

On top of the move towards standards-based assessments, many universities now give students rubrics (or scoring guides) before they begin their work.

These guides tell students how their work will be graded. So it's no surprise they can? lead to significant improvements in student performance. If we tell students what good work looks like , they are more likely to be able to do it and achieve higher grades.

Similarly, there is growing attention given to the quality of feedback practices in higher education . We know feedback is a significant part of student learning.

So, in a standards-based grading system, where grades are directly tied to student learning outcomes, this improvement in performance should naturally translate to higher grades.

Other explanations

There are other explanations for why grades have been going up.

Since 1979, some academics have been arguing student evaluations drive grade inflation.

This refers to the increasing practice of universities asking students for feedback on their lecturers and tutors, which in turn has an impact on academics' career progression.

The logic is , if teachers give students a better grade they will get better evaluation scores.

But while there is some correlation between students who get better grades giving better scores to their teacher, it's not clear if this is a causal link. It might be that successful students like their teachers more, or perhaps students learn more from people they think are good teachers.

'Grade improvement'

Society depends on universities to produce competent graduates and grades are one signal of competence.

But we need to be careful about equating rising grades with declining academic standards.

If better teaching is enabling students to meet a higher standard then it's not grade inflation , it's actually " grade improvement ."

Provided by The Conversation

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Find out how and when you’ll get your grades, what the different pass and fail grades mean, how we calculate GPAs, and about Honours qualifications.

Find your grades

You can find your grades in your Academic History—part of the Student Records tool in the Pūaha student portal.

Find out when each trimester’s grades will be entered into student records on the key dates page.

An academic transcript is an official record of your grades.

Grades for courses

Honours and master’s degrees, grade point average (gpa), grade reconsideration.

• Historical and discontinued grades

Your level of achievement in each course will be recognised with one of the following grades. Find out more about grades and assessment in the Assessment Handbook (PDF) .

Standard pass/fail grades from A+ to E

Table of standard course grades from a+ to e.

Before 2014, the University used different definitions and ranges for standard pass/fail grades. Find out more about historical grades .

Other pass grades

• P = Overall Pass—awarded for courses classified as Pass/Fail.
• G = Aegrotat Pass—an ungraded pass granted if you were on track to pass but were unable to do so due to acute illness or exceptional circumstances.
• J = Pass in recognition of prior learning.
• L = Compensation Pass—an ungraded pass that you might be awarded if your academic performance was good overall, but you failed a course that you needed to complete an undergraduate qualification.
• Z = Special Pass—an ungraded pass that may be awarded if you missed a scheduled exam, but were given permission to sit it late.

Other fail grades

• F = Fail—awarded for courses classified as Pass/Fail. May be used if you unsuccessfully apply for a Special Pass.
• K = Fail—awarded if you didn’t satisfy the mandatory course requirements even though your course mark reached the level specified for a pass (formerly a Q grade).

Non-pass grades

In addition to the grades listed above, the following grades may be entered by Student Success offices:

• GP = Grade pending (usually associated with an application for an aegrotat)
• U = Withdrawal approved by Associate Dean
• WD = Withdrawal during permitted period

If you are looking for a grade that doesn’t appear in these lists, it may be a discontinued grade .

Some postgraduate qualifications, including one-year postgraduate Honours and some Master’s degrees, can be awarded with an overall result in addition to the grades received for individual courses.

Four-year bachelor’s degrees, such as the Bachelor of Engineering with Honours and the Bachelor of Laws with Honours, are also awarded with a class of Honours.

Classes of Honours

Bachelor’s Honours degrees and some Master’s degrees may be awarded with a class of honours, reflecting the overall quality of the student’s work.

Table of Honours classes

Thesis awards.

A thesis completed as part of a Master’s degree will normally be assigned a grade. This grade will typically be one of those shown in the table of standard course grades from A+ to E .

Master’s degrees

Masters' degrees are awarded an overall result of Pass or Fail. Many of our Master’s degrees may also be awarded with either:

• a class of Honours, as listed in the table of Honours classes
• Merit or Distinction.

The type of award for each Master’s degree is specified in the qualification statute for that degree.

Where the Master’s degree is one that can be awarded with Merit or Distinction, the grades are:

• S = Pass with Distinction
• T = Pass with Merit

A grade point average for your studies is calculated by assigning points to grades (as set out in the following table), weighting each grade by the point value of the course, adding up all the weighted values, and then dividing the sum by the total number of points.

For example, if you had completed four courses and received the following grades:

• A+ in CHIN101 (20 points) contributes 9 * 20 = 180
• A in MATH132 (15 points) contributes 8 * 15 = 120
• B in HIST121 (20 points) contributes 5 * 20 = 100
• E in PHIL107 (20 points) contributes 0 * 20 = 0

The sum of the weighted values is 400 (180 + 120 + 100 + 0). The sum of the points you completed is 75 (20 + 15 + 20 + 20). Dividing 400 by 75 results in your GPA score of 5.3.

Your GPA score may be calculated using a subset of your courses—this will depend on the intended purpose of the score.

Table of weightings for GPA calculations

If you believe that your final grade for a course has been calculated incorrectly, you should consult the course coordinator without delay.

Information about reconsiderations and appeals can be found in the Assessment Handbook (PDF) and on the page about academic appeals, complaints, and grievances .

Related policies

• pdf  Assessment Handbook