HSY311 A History of Crime and Punishment
ESSAY 1
TASK SHEET
Goal:
To write an essay in response to the question below.
Product:
An essay of 2,000 to 2,200 words in length (excluding bibliography / reference list
and in-text / footnote references).
Format:
You will prepare an essay according to standard essay conventions, with
appropriate referencing and a list of references.
Criteria:
1. Content and Information: Assessment of the understanding of historical
background, context and facts as well as the depth of answer to the essay question.
2. Argument and Interpretation: Assessment of how well the essay interprets
the historical context and facts; and how well an explicit and coherent argument is
constructed and supported by evidence.
3. Engagement with Evidence: Assessment of how well source materials are
used in constructing and supporting an argument.
4. Research: Assessment of the breadth and depth of research. This is an
assessment of both the number and quality of sources. At least five
(5) academic sources must be used.*
5. Structure and Written Expression: Assessment of how well the essay is
structured in terms of a logical sequence of ideas and information to answer the
essay question and to support an argument. Paragraph and sentence structure will
be assessed as well as the fluency of the text, with a particular focus on grammar,
punctuation and spelling.
6. Referencing: Assessment of appropriate referencing in accordance with
academic conventions.
Weighting:
30%
Due Date:
Monday, Week 5 at 11.59pm AEST
* Academic sources are books, book chapters and journal articles. Primary sources also count as
academic sources. However, websites are NOT considered to be academic sources and will not count
towards the minimum number of required sources.
Instructions
This task involves writing a research essay of a required 2,000 to 2,200 words (excluding bibliography / reference list
and in-text / footnote references).
You must use a minimum of five (5) academic sources. Up to two (2) sources from the course readings will count
towards the minimum number of academic sources.
The essay will be due by 11:59pm AEST on the due date.
Essays are to be submitted online via the SafeAssignment facility available under the relevant Assessment link on the
course website at [emailprotected]
Question
To what extent was English criminal procedure torture-free during the medieval & early-modern
periods?
In answering the question, you are required to construct an argument and to support that argument with reference to
academic sources. The essay should not merely be your opinion and therefore you should avoid articulating your
response to the question with phrases such as I think.
Frequently Asked Questions
1. How many words do I need to write? And can I write more or less? The required length of the
essay is between 2,000 and 2,200 words. There will be a penalty if you write less. You should also not write
substantially more than this length as that will also be penalised. See the Schedule of Penalties for Essays
under the appropriate assessment link on the course website at [emailprotected] The word count includes
direct quotes in the text but does not include the bibliography / reference list or in-text / footnote references.
2. What do I need to do in my essay? First and most importantly, you need to answer the essay question.
Your answer must build an argument; engage with academic sources to support your argument; be clearly
expressed and have a logical sequence of ideas; be based around a conventional essay structure; and be
appropriately referenced.
3. What line spacing should I use in my essay? Essays should have double line spacing.
4. Where can I get more information about how to write an essay? See the Essay Writing Guidelines
under the appropriate assessment link on the course website at [emailprotected]
5. What is an academic source? For the most part, these are books, book chapters and journal articles.
Academic sources also include primary source documents. Websites, Wikipedia etc. do not count as academic
source materials and will not count towards the minimum number of required sources.
6. How many academic sources do I need to use? You must use a minimum of five (5) academic sources
in your essay. Up to two (2) sources from the course readings will count towards the minimum number of
academic sources.
7. What referencing format should I use? You can use any referencing format in the essay, as long as it is
consistent throughout. For information on the Harvard system, see the Referencing Guidelines under the
appropriate assessment link on the course website at [emailprotected]
8. Do I need to include page numbers in my references? Yes, you should always cite the relevant page
number(s) in your references. All in-text references or footnotes (not just those for direct quotes) must include
page numbers. If you use a referencing format (such as APA or AGLC) that includes page numbers only for
direct quotes, you will need to modify the format to include page numbers and ensure the essay complies with
the task requirements. Penalties will apply for non-compliance see the Schedule of Penalties for Essays
under the appropriate assessment link on the course website at [emailprotected]
9. Do I need a reference list or bibliography? Yes, you need to include a list of references or bibliography
at the end of your essay.
10. Do I need a cover page? No, you do not need a cover page. However, you must include your name; the
tutors name; the essay question; the word count (less notes and bibliography); and the referencing format
used on the first page.
11. How can I check my essay draft for text-matching before submitting? Please see the information
on the following webpage for instructions on how to check your draft essay for text-matching:
https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/1616/kw/Safe%20assign%20rough%20d
raft
12. How do I submit the essay? Essays are to be submitted through the SafeAssignment upload facility under
the appropriate assessment link on the course website at [emailprotected] For information on how to
submit using SafeAssignment, see the SafeAssignment Guidelines under the appropriate assessment link on
the course website at [emailprotected]
13. Do I need to submit a hardcopy of the essay? No, you do not need to submit a hardcopy of the essay.
14. Can I email the essay to my tutor or the Course Convenor? No, essays should not be sent by email to
either the tutor or the Course Convenor.
15. By what time do I need to submit on the due date? You must submit by 11:59pm on the due date.
16. Im having trouble with my essay. Where can I get help? In the first instance, you should talk with
your tutor as soon as possible. You can also seek help through peer study groups and library workshops.
17. How do I apply for an extension and what grounds are acceptable for asking for an
extension? All requests for an extension of time for an assessment item must be submitted online using the
form available on the following web page:
https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/1616/kw/Safe%20assign%20rough%20draft
https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/1616/kw/Safe%20assign%20rough%20draft
https://www.griffith.edu.au/students/assessment-exams-grades/submitting-
assignments/assignment-extension
If you are applying for an extension of time, your application must be submitted through the online
application form by the due date. Your application must also include appropriate documentation to support
the grounds on which you are requesting your extension of time. You can make a request for an extension of
time on one of two grounds, as follows: medical or other (e.g., family or personal circumstances, employment-
related circumstances, unavoidable commitments).
Requests for an extension of time sent by email will not be considered.
If you feel your situation is likely to impact on more than just this assessment item, you should make a formal
application for Special Consideration. Please note that Special Consideration applications must be received
within three (3) business days of an assessment item being due. Please contact the Course Convenor if you are
considering an application for Special Consideration.
18. On what grounds can I apply for Special Consideration? Special Consideration will only be
considered with the provision of appropriate supporting documentation and will only be approved in the
following circumstances: illness; accident; temporary disability; bereavement; or compassionate
circumstances. More information on Special Consideration can be found on the following webpage:
https://www.griffith.edu.au/students/exams-assessment/special-consideration
19. What documentation do I need to support a request for an extension of time or Special
Consideration? As noted in Section 3.8 of the Universitys Assessment Return and Submission policy,
requests on medical grounds must be supported with a medical certificate obtained during an in-person
medical consultation. Requests on other grounds should include appropriate documentation such as a
bereavement notice; letter from employer, practitioner or professional; statutory declaration; or accident
report. In all cases, the documentation is to contain the date as well as the name and contact details of the
person providing the evidence in relation to a request for an extension or Special Consideration.
20. For how long can I have an extension of time? As noted in Section 3.8 of the Universitys Assessment
Return and Submission policy, the maximum extension period on medical grounds and grounds of
bereavement is fourteen (14) days. The maximum period an extension will be granted for extenuating or other
personal circumstances is two (2) days.
21. I have had internet and/or computer problems. Can I be granted an extension? No, extensions
will not be approved in the event you experience an internet or computer problem. Under such circumstances,
you are expected to seek a feasible alternative to complete the assessment task (such as using a computer and
the internet at the University or a local municipal library). In order to minimize the risk of an internet or
computer issue impacting on your capacity to complete an assessment task by the due date, it is strongly
recommended that you backup assessment task files on a regular basis and avoid leaving submission of
assessment items to the last minute.
22. What penalties might be applied and how have they been calculated? For a list of penalties that
might be applied to your essay for failing to meet the task requirements or late submission, see the Schedule of
Penalties for Essays under the appropriate assessment link on the course website at [emailprotected]
Penalties will be itemized on the essay assessment and feedback sheet.
23. Can I request a re-mark of an assessment item? No, the Universitys Assessment Policy does not
include a provision for the re-marking of individual assessment items. More information can be found on the
following webpage:
https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/2774/kw/remark%20assessment
24. Do I need to complete this assessment task even though I will achieve a final total of more
than 50% from the other assessment items? Yes, as noted in the Unit Outline, all assessment tasks in
this course must be completed. To be awarded a grade of Pass or higher, students must have
completed 85% or more of the weighted items, with marks above zero. In other words, if you
do not complete an assessment task you will automatically fail the course irrespective of
whether or not the final total from the other assessment items is 50% or more.
https://www.griffith.edu.au/students/assessment-exams-grades/submitting-assignments/assignment-extension
https://www.griffith.edu.au/students/assessment-exams-grades/submitting-assignments/assignment-extension
https://www.griffith.edu.au/students/exams-assessment/special-consideration
https://policies.griffith.edu.au/pdf/Assessment%20Submission%20and%20Return%20Procedures.pdf
https://policies.griffith.edu.au/pdf/Assessment%20Submission%20and%20Return%20Procedures.pdf
https://policies.griffith.edu.au/pdf/Assessment%20Submission%20and%20Return%20Procedures.pdf
http://policies.griffith.edu.au/pdf/Assessment%20Policy.pdf
https://studenthelp.secure.griffith.edu.au/app/answers/detail/a_id/2774/kw/remark%20assessment
Grading Rubric for Research Essay
Criteria Excellent
(High Distinction)
Very Good
(Distinction)
Good
(Credit)
Satisfactory
(Pass)
Poor
(Fail)
Content & Information Content and information
(including names and
facts) are consistently
accurate and pertinent to
the question. The essay
demonstrates a deep
understanding of the
historical background and
context to a topic,
including links and/or
comparison between
different historical events
or periods in a way that
informs directly and
clearly the answer to the
essay question. Provides
an accurate and complete
explanation of key
information, concepts
and/or theories.
Content and information
(including names and
facts) are consistently
accurate and relevant to
the question. The essay
demonstrates a high level
of understanding of the
historical background and
context to a topic without
losing focus of the essay
question. For the most
part, explanations of key
information, concepts
and/or theories are
accurate and complete.
Content and information
(including names and
facts) are presented with
no significant errors.
There might be some
minor errors but those
errors do not impact the
argument or answer to the
question. Knowledge of
historical background and
context to a topic is
sound. The content and
information inform
directly the answer to the
essay question.
Explanations of key
information, concepts
and/or theories are
accurate.
Content and information
(including names and
facts) are presented with
some errors that might
impact the argument or
points presented in some
parts of the essay. The
errors do not impact the
answer to the question.
The essay demonstrates a
sound level of
understanding of the
historical background and
context to a topic but
might rely too heavily on
narrative and description.
Explanations of key
information, concepts
and/or theories are basic
and might be missing.
Content and information
(including names and facts) are
inaccurate and/or irrelevant to the
question. The essay demonstrates
an unsatisfactory level of
understanding of the historical
background and context to a topic.
The essay might be purely
descriptive narrative and lacking
analysis. Explanations of key
information, concepts and/or
theories are lacking.
Argument &
Interpretation
The argument is clear,
consistent and
compelling. The
information presented in
the essay supports the
argument and persuades
the reader. Reveals a high
degree of critical thinking.
Content indicates a
synthesis of ideas, in-
depth analysis and
evidences original
thought/interpretation to
answer the question. All
claims supported by
compelling evidence.
Ideas are developed with
sufficient and firm
evidence to answer the
question. The argument is
clear and consistent.
Critical thinking is evident
in most points raised in
the essay though more
analysis needed in parts.
The information
presented in the essay is
largely connected directly
to supporting the
argument but needed to
be analysed more
critically throughout the
essay. Content indicates
original
thinking/interpretation.
All claims supported by
evidence and not polemic.
Sound development of
ideas to answer the
question. The argument is
evident and consistent but
not necessarily
convincing. Some critical
thinking is evident.
Content indicates analysis
and reasoning applied on
a few ideas. Some
deficiencies in
interpretation. Most (if
not all) points or claims
are supported by
evidence. Any polemic or
opinion-based claims are
minimal and do not
substantially impact the
argument.
The question is answered
but with limited evidence
of analysis and/or original
thought. There is a
discernible argument that
shows some degree of
development but may be
implicit or inconsistent.
Key points are identified
with limited analysis,
detail and/or
development. Critical
thinking/interpretation is
limited. Most points or
claims are supported by
evidence. Any polemic or
opinion-based claims have
minimal impact on the
argument.
Fails to answer the question. No
clear or consistent argument. Main
points lack detailed development.
Ideas are vague with little or no
evidence of critical thinking.
Content is underdeveloped and/or
unoriginal. Many points or claims
are not supported by evidence
and/or there are polemic or
opinion-based claims that
substantially undermine the
argument.
Engagement with Evidence Uses sources to support,
extend and inform but not
substitute writers own
argument and
development of ideas.
Combines material from a
variety of sources and
engages with all sources in
the reference
list/bibliography as
evidenced by the
references. Does not
overuse quotes or
paraphrasing. Quotes and
paraphrasing are used
selectively and effectively
to support directly key
points of an argument.
Uses sources to support,
extend and inform but not
substitute writers own
argument and
development of ideas.
Uses material from a
variety of sources and
engages with all sources in
the reference
list/bibliography as
evidenced by the
references. Effective use
of direct quotes and
paraphrasing to support
directly key points of an
argument. While the use
of direct quotes or
paraphrasing might be
effective, the quantity
might be too numerous to
be deemed selective.
Uses sources relevant to
the topic and/or
interpretation with
sufficient variety to
demonstrate to a sound
level of skill in combining
sources to support an
argument. Engages with
most sources in the
reference
list/bibliography as
evidenced by the
references. Quotations
and paraphrases are
sufficient in length as well
as quantity and are
consistently referenced
but may not always be
selective or effective in
supporting an argument
in all instances.
Uses sources relevant to
the topic and/or
interpretation but lacks
variety of sources and/or
the combination of
sources. Engages with at
least some of the sources
in the reference
list/bibliography. The
number of references is
insufficient to provide
evidence of thorough
engagement with the
source materials.
Quotations and
paraphrases may be too
long and/or too frequent.
Neglects important sources and
does not use a variety of sources.
Engages with only a few sources in
the reference list/bibliography.
The number of references is
seriously below expectation and
insufficient to provide evidence of
adequate engagement with the
source materials. Might overuse
quotations and/or paraphrasing
(possibly without referencing).
Research The quality and relevance
of sources is exemplary.
All materials are academic
sources and relevant to
the topic. The quantity of
academic sources exceeds
the minimum
requirement (generally by
8 sources or more).
The quality and relevance
of sources is very good. All
materials are academic
sources and relevant to
the topic. The quantity of
academic sources exceeds
the minimum
requirement (generally by
5 to 7 sources).
The quality and relevance
of sources is sound. All
materials are academic
sources. The quantity of
academic sources relevant
to the topic exceeds the
minimum requirement
(generally by 1 to 4
sources).
The quality and relevance
of sources is adequate for
the most part. The
quantity of academic
sources relevant to the
topic meets but does not
exceed the minimum
requirement. Any non-
academic sources are in
addition to this minimum.
The quality and relevance of
sources is below expectations
(includes too many non-academic
sources) and/or fails to meet the
minimum requirement of
academic sources relevant to the
topic. May use academic sources
that are not relevant to the topic
and/or interpretation or fails to
demonstrate adequately the
relevance.
Structure & Written
Expression
Employs words with
fluency, develops clear
and concise sentences,
balances effectively a
variety of sentence
structures. The essay is
written in an academic
tone that is exemplary and
free from hyperbolic,
lyrical, emotive and
colloquial expression. The
writing is essentially
error-free in terms of
Word forms are correct
and sentence structure is
effective. The essay is
written in an academic
tone that is strong and
mostly free from
hyperbolic, lyrical,
emotive and colloquial
expression. The use of
hyperbolic, lyrical,
emotive or colloquial
language is not sufficient
to detract from the
Word forms and sentence
structures are above
average to convey clear
meaning. The academic
tone of the essay is
appropriate but might
occasionally use
hyperbolic, lyrical,
emotive and colloquial
expression. The use of
hyperbolic, lyrical,
emotive or colloquial
language might
Word forms and sentence
structures are adequate to
convey basic meaning.
The academic tone of the
essay is sound but there
might be the regular use
of hyperbolic, lyrical,
emotive and colloquial
expression. The use of
hyperbolic, lyrical,
emotive or colloquial
language affects both the
accuracy and coherency of
Employs words that are unclear
and sentence structures that are
inadequate for clarity. The essay is
not written in an appropriate
academic tone and might
frequently engage with hyperbolic,
lyrical, emotive and colloquial
expression. The use of hyperbolic,
lyrical, emotive or colloquial
language significantly impacts the
accuracy and coherency of the
narrative. Frequent errors in
spelling, punctuation and/or
spelling, punctuation and
grammar. Paragraph and
sentence structures are
exemplary. Standard
academic essay
parameters of an
introduction, body and
conclusion are clear. The
essay structure allows for
a logical and coherent
sequence of ideas and
information to answer the
question as well as
support an argument in
all sections of the essay.
accuracy or coherency of
the narrative. Presence of
a few spelling,
punctuation and/or
grammatical errors is not
distracting. While there
might be minor errors, the
writing follows normal
conventions of spelling,
punctuation and grammar
throughout the essay and
has been carefully
proofread. Paragraph and
sentence structures are
correct. Standard
academic essay
parameters of an
introduction, body and
conclusion are clear. The
essay structure allows for
a logical sequence of ideas
and information to answer
the question as well as
support an argument in
most sections of the essay.
occasionally detract from
the accuracy or coherency
of the narrative. Some
errors cause minimal
distraction. Spelling,
punctuation and/or
grammar are at an
acceptable level despite
the presence of errors.
The essay displays
indications of insufficient
proofreading. Paragraph
and sentence structures
are adequate with only a
few lapses. Standard
academic essay
parameters of an
introduction, body and
conclusion are clear.
While the essay structure
is sound, the coherency of
ideas and information to
answer the question and
support an argument is
occasionally deficient.
the narrative. Errors in
spelling, punctuation
and/or grammar cause
noticeable distraction.
Errors are of a nature and
frequency to suggest the
essay had minimal or no
proofreading. Paragraph
and sentence structures
are sound with occasional
lapses. Standard academic
essay parameters of an
introduction, body and
conclusion are sound but
the logical sequence of
ideas and information to
answer the question and
support an argument is
often insufficient or
defective.
grammar are seriously distracting.
The essay indicates strongly
towards a lack of proofreading.
Paragraph and sentence structures
are inappropriate and incorrect
which interferes with
comprehension. Standard
academic essay parameters of an
introduction, body and conclusion
are either limited or inadequate.
The essay does not demonstrate a
logical sequence of ideas and
information to answer the question
and support an argument.
Referencing In-text references or
footnotes are complete,
accurate and consistent.
All in-text references or
footnotes contain page
numbers. The reference
list/bibliography is
formatted perfectly and
correctly.
In-text references or
footnotes are complete,
accurate and consistent.
All in-text references or
footnotes contain page
numbers. The reference
list/bibliography is
formatted correctly but
includes no more than 1
minor error.
In-text references or
footnotes are complete,
accurate and consistent.
All in-text references or
footnotes contain page
numbers. The reference
list/bibliography is
generally formatted
correctly but there might
be minor errors.
Most (if not all) in-text
references or footnotes
are accurate, consistent
and contain page
numbers. The reference
list/bibliography might
have some formatting
errors.
In-text references or footnotes are
inaccurate, inconsistent and/or do
not follow a recognizable
convention. Most or all in-text
references or footnotes might not
contain page numbers. The
reference list/bibliography is not
formatted correctly or is missing.
