DL UG Handbook 2015-16

School of Archaeology & Ancient History
DL Undergraduate Course
Handbook
2015-2016
• BA (Hons) Archaeology - DL
• BA (Hons) Ancient History & Classical Archaeology - DL
www.le.ac.uk/departments/archaeology
DL UNDERGRADUATE HANDBOOK 2015 -16 2
Table of Contents
Welcome/Introduction ...............................................................................................................................................5
Welcome from the Head of School ........................................................................................................................5
Your Handbook .......................................................................................................................................................5
School Details……… ....................................................................................................................................................5
School Communications ………… .............................................................................................................................5
Staff List and Key Contacts .....................................................................................................................................6
Student Communications and Personal Details .....................................................................................................7
Learn at Leicester .......................................................................................................................................................7

University Library....................................................................................................................................................7
IT Services ...............................................................................................................................................................8
University Bookshop ...............................................................................................................................................8
Languages at Leicester............................................................................................................................................8
Learning Development ...........................................................................................................................................9
University Facilities .................................................................................................................................................9
University Regulations ................................................................................................................................................9
Student Responsibilities .........................................................................................................................................9
Neglect of Academic Obligations..........................................................................................................................10
Notification of Ill Health and Other Mitigating Circumstances ................................................................................10
Personal Support for Students .................................................................................................................................10
Departmental Student Support Arrangements ....................................................................................................10
Equal Opportunities..............................................................................................................................................10
University Student Support Arrangements ..........................................................................................................11
Careers and Employability ........................................................................................................................................12
Career Development Service ................................................................................................................................12
Personal Development Planning ..........................................................................................................................12
Course details ...........................................................................................................................................................13
Programme and Module Specifications ...............................................................................................................13
Attendance Requirements....................................................................................................................................13
Coursework Submission .......................................................................................................................................13
What do I do if my coursework is late? ................................................................................................................13
Module selection ..................................................................................................................................................13
Marking and Assessment Practices ..........................................................................................................................14
Special Learning Difficulty ....................................................................................................................................14
Feedback and the Return of Work from Staff ......................................................................................................14
Marking.................................................................................................................................................................14
SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Level 1 ...................................................................................................................................................................14
Levels 2 and 3 .......................................................................................................................................................14
Provisional status of level 2 and 3 marks .............................................................................................................14
Moderation...........................................................................................................................................................15
External examiners ...............................................................................................................................................15
Progression and Classification of Awards .............................................................................................................15
The School’s Marking Scheme ..............................................................................................................................16
Grading Criteria ....................................................................................................................................................16
Deadlines for Submission .........................................................................................................................................18
Penalties for Late Submission...............................................................................................................................18
Format of Submission ...............................................................................................................................................19
Physical format of paper copies ...........................................................................................................................19
Essay Writing Skills ...................................................................................................................................................20
General expectations............................................................................................................................................20
Fundamentals .......................................................................................................................................................20
Essay Structure .....................................................................................................................................................20
Figures and Tables ................................................................................................................................................23
Referring to (‘citing’) other people’s work ...........................................................................................................23
The author–date (or ‘Harvard’) system ................................................................................................................24
Referencing module workbooks...........................................................................................................................26
Crediting Figures and Tables.................................................................................................................................26
Referencing and Academic Integrity ........................................................................................................................28
Plagiarism and collusion .......................................................................................................................................29
Penalties ...............................................................................................................................................................29
Avoiding Plagiarism and Poor Academic Practice ................................................................................................29
Use of Proof Readers ............................................................................................................................................29
Writing Skills .............................................................................................................................................................30
English Style ..........................................................................................................................................................30
Names and technical terms ..................................................................................................................................31
Punctuation ..........................................................................................................................................................31
Gendered Language..............................................................................................................................................32
House Style ...........................................................................................................................................................33
Text layout ............................................................................................................................................................33
Page layout ...........................................................................................................................................................33
Fonts .....................................................................................................................................................................33
Typography ...........................................................................................................................................................34
Ethical Approval of Student Projects ........................................................................................................................34
Feedback from Students...........................................................................................................................................34

Student Feedback Questionnaires .......................................................................................................................34

Student Staff Committees ....................................................................................................................................34
Complaints and Academic Appeals Procedures .......................................................................................................35

Welcome/Introduction
Welcome from the Head of School
Whether you are looking to your degree with us as the first step in a career, or simply wish to study something
new and different: welcome to the School of Archaeology and Ancient History.
Whatever your degree choice and career plans at the moment, the School has a great deal to offer you in terms
of courses, staff, facilities, and field projects. Studying Archaeology or Ancient History with us should be
demanding, stimulating, and enjoyable. You will develop your skills of observation, analysis, communication,
teamwork and interpretation along the way and gain a wide variety of knowledge and experience. It is our
intention to help you, to the best of our abilities, to achieve your potential. Of course, what you get out of your
degree ultimately depends on what you decide to put into it.
Welcome again to the School, and best wishes from all the staff for a happy and fulfilling time with us.
Dr Richard Thomas
Your Handbook
The purpose of this handbook is to provide you with essential information about your academic programme and
outlining School policy on issues such as submission of late work, plagiarism, and has guidance and advice on
what to do during periods of illness or personal distress. The handbook is designed to be of use to you during the
2015-16 academic year. While many things will stay the same, each year there may be changes to School staff,
University or School policy, so be sure that you are using the current version.
School Details
We are always pleased to welcome Distance Learning students onto campus, and some modules, such as
Archaeological Practice and the Fieldschool will require attendance here in Leicester. The School is located
within the School of Archaeology and Ancient History Building. We are situated across from the Charles Wilson
Building, opposite the Department of Chemistry. Interactive maps of the campus can be found here,
www.le.ac.uk/maps. Information is included about the School which may not be relevant to our more distant
students, but we hope may be useful to many of you who will visit Leicester at various points during your studies.
Information about the School of Archaeology and Ancient History can be found on our website,
https://www2.le.ac.uk/departments/archaeology, and a full list of staff including their areas of teaching and
research expertise can be found under People on the main headings,
https://www2.le.ac.uk/departments/archaeology/people.
School Communications
Your email is the most important and frequent method of contacting you during term time. Please be sure to
regularly check your university email account. A lot of essential and other useful information about your
programme and studying is to be found on the BlackBoard sites, so please make sure that you are familiar with it
and its use.

Staff List and Key Contacts

Photographs of staff are on the School’s web pages at http://www2.le.ac.uk/departments/archaeology/people
Member of Staff Contact details

Head of School Richard Thomas rmt12/3343
Programme contacts
Director of UG DL teaching Deirdre O’Sullivan dmo/2607
(also serves as your personal tutor)
• Examinations Officer Mary Harlow mh385/3010
• Dissertation Coordinator Simon James stj3/2535
• Plagiarism Officer Sarah Scott sas11/1309
• AccessAbility Officer
• Careers and Outreach Officer Debbie Miles -Williams deb/5251
•
DL Administration Team (the DL Hub)
• DL Hub Team Leader Laura Robinson Arts.humsDL@le.ac.uk
+44 (0) 116 252 3328
• Assistant DL Operations Manager Rachael Eames Arts.humsDL@le.ac.uk
+44 (0) 116 252 2293
• DL Student Support Officers Stephen Sharkey Arts.humsDL@le.ac.uk
+44 (0) 116 252 2903
• Dan Cox Arts.humsDL@le.ac.uk
+44 (0) 116 252 3783
• Emily Gray Arts.humsDL@le.ac.uk
+44 (0) 116 252 3454
• Matt Briggs Arts.humsDL@le.ac.uk

+44 (0) 116 252 5365
Administrative Staff
• School Manager Andrew Tams at387/1760
• Academic Resources Administrator Selina Thraves slt13/3360

Student Communications and Personal Details

The University keeps a record of your personal details such as your full name, addresses i.e. home address,
telephone numbers, personal email address and your emergency contact details. It is particularly important
that you provide us with up-to-date addresses so that we can send your study materials to you. If you want
your materials to be sent to an alternative address, such as your place of work, you can add a delivery address. If
you do not provide us with a separate delivery address your materials will be sent to the contact address that we
have on record for you. You can update your details by logging onto your ‘MyStudentRecord’.
Two of the main systems that you will use throughout your studies are Blackboard and MyStudentRecord.
Blackboard is a virtual learning environment where you will find various course materials (this varies between
modules). You will also find course information such as timetables and tutor details, discussion boards,
announcements and instructions on how to submit assignments and what to do if you are late with an
assignment.
Through MyStudentRecord you will be able to submit your assignments, view your assignment feedback and
view and update your personal details such as your address.
You can check and update your details by logging-in to MyStudentRecord http://mystudentrecord.le.ac.uk using
your University username and password. Click on the My Details tab and you will then be able to review and
change your personal details.
As noted before it is important that you check your University email account frequently to ensure that you do
not miss any important communication from the University.
Learn at Leicester
University Library
The Library is your gateway to high quality information relevant to your studies. Using it effectively contributes
directly to your success.
The Library provides you with:
• access to a huge range of specialist information resources including a print collection of over 1 million
items and a Digital Library of over 400,000 eBooks and 20,000 electronic journals which you can use
from anywhere on the Web;
• help in finding and using information; online, face to face and by telephone and email;
• individual and group study space;
• PCs, netbooks and wireless networking for your laptop;
• services for distance learners.
The Library is a shared resource for all members of the University. Please respect it and observe the Library
regulations available at www.le.ac.uk/library/about.
To get started, visit www.le.ac.uk/library. The page for Distance Learning is here:
www.le.ac.uk/library/for/distancelearners
The subject librarian for Archaeology and Ancient History is Jackie Hanes liblass@le.ac.uk .
Contact: David Wilson Library
+44 (0)116 252 2043 | library@le.ac.uk

IT Services
Whilst studying at the University you will have a University IT account and email address. Visit
go.le.ac.uk/it4students for more information about:
• Student email: access your email and calendar anywhere, including on your smartphone or other mobile
device;
• IT Help: visit the Help Zone in the Library, phone 0116 252 2253, email ithelp@le.ac.uk or attend a
training course;
• Wifi: free access to eduroam wifi on campus, in halls or at other universities;
• If you are in Leicester: PCs on campus: there are over 900 PCs available, with 350 located in the David
Wilson Library (including 24/7 access during exam periods). Download the map to find a Student PC area
on campus from: go.le.ac.uk/pcareas;
• Files: store files on your Personal Z: drive, which is backed up and available anywhere;
• Blackboard Virtual Learning Environment: support and information for all your courses;
• Leicester Digital Library: access to journals, databases and electronic books online;
• Mobile app: download the University mobile app to access Blackboard Mobile Learn.
More information relating to campus and DL use can be found at go.le.ac.uk/it4students
University Bookshop
The Bookshop is owned by the University and is located on the ground floor of the David Wilson Library. We also
sell a wide range of paperbacks and books of general interest. Books not in stock can be very quickly provided to
order. Greetings cards, a wide range of stationery items and University of Leicester branded merchandise and
clothing are always available.
The opening hours are:
Monday to Friday 9.00 a.m. - 5.30 p.m. (5.00 p.m. in vacations)
Saturday 10.00 a.m. - 2.00 p.m.
Contact: University Bookshop, David Wilson Library
+44 (0)116 229 7440 | bookshop@le.ac.uk
Twitter: @LeicUniBookshop | Facebook: www.facebook.com/UoLBookshop
Languages at Leicester
Learning a language will enhance your career prospects and broaden your cultural and professional horizons. For
students who are within reach of L eicester we offer classes on campus in Arabic, Arabic for Readers, British Sign
Language, Dutch, Chinese, French, German, Greek, Italian, Japanese, Latin, Spanish, Polish, Portuguese, Russian
and Spanish.
Our languages courses are taught by expert native tutors, using communicative and dynamic approaches.
Courses range from beginners to advanced level and take place during evenings and on Wednesday afternoons.
There also intensive ‘fast track’ courses on Saturday mornings.
Contact: Languages@Leicester
+44(0)116 252 2662 | lalenquiries@le.ac.uk | www.le.ac.uk/ml/lal

Learning Development
Studying for a degree is a stimulating, challenging and rewarding experience. In order to make the most of this
experience, the University of Leicester provides a wide range of resources and services to support and enhance
your academic development in areas such as essay-writing, critical thinking, independent learning and time-
management. The Student Learning Development Team is here to help you develop the skills and abilities you
need in order to succeed in your studies. To find out more about how we can help you develop your academic
skills and abilities, visit our website: www.le.ac.uk/succeedinyourstudies.
University Facilities
The University offers a wide range of support services all of which may be found on the main university website
www.le.ac.uk. A few of these are listed below.
• English Language Training Unit (ELTU) www.le.ac.uk/offices/eltu
• Languages at Leicester www.le.ac.uk/departments/modern-languages/lal
• Careers www.le.ac.uk/offices/careers/
• University Chaplaincy and Prayer rooms for students www.le.ac.uk/institution/chaplaincy
University Regulations
Senate Regulations (www.le.ac.uk/sas/regulations) contain rules and other important information about being
an undergraduate or taught postgraduate student at the University of Leicester. The Regulations are part of the
formal contract between you and the University; you will have confirmed when completing registration that you
will comply with procedures defined in the University’s Regulations.
The Quick Guide to Student Responsibilities (www.le.ac.uk/sas/regulations/responsibilities) summarises some
of your most important responsibilities as a student at Leicester, as defined in detail in the Regulations. These
responsibilities relate to:
• attendance
• submission of work by set deadlines
• illness or other circumstances impacting upon studies

• maintaining your personal details
• the additional responsibilities of international students
Failure to adhere to student responsibilities can have serious consequences and may lead to the termination
of your studies.
Student Responsibilities
The University expects its students to behave responsibly and with consideration to others at all times. The
University’s expectations about student behaviour are described in:
• the Student Charter
• the Regulations governing Student Discipline
• the Student Code of Social Responsibility
• the Code of Practice governing Freedom of Speech
• the University’s regulatory statement concerning Harassment and Discrimination
These can be found at www.le.ac.uk/senate-regulations

Neglect of Academic Obligations

You are expected to attend all learning and teaching events which are timetabled for you. These include
lectures, tutorials or practical classes, and their DL equivalents. You are also expected to submit work within the
deadlines notified to you. Persistent failure to attend taught sessions or to submit work, without good cause,
will be considered to be a neglect of academic obligations. Departmental procedures for dealing with neglect
are set out within the University’s disciplinary regulations (see www.le.ac.uk/senate-regulation11 Part
Five/section ‘Neglect of academic obligations’). In the most serious of cases of neglect the University has the
right to terminate a student’s course.
Notification of Ill Health and Other Mitigating Circumstances

The University recognises that students may suffer from a sudden illness or other serious event or set of
circumstances which adversely affects their ability to complete an assessment or the results they obtain for an
assessment. In such cases the mitigating circumstances regulations and procedures may be applied. These
regulations are designed to ensure the fair and consistent treatment of all students.
You must keep your department(s) informed at all times of any personal circumstances that may impact upon
your ability to study or undertake assessments. Tell your department(s) about any such circumstances at the
time they occur and supply supporting documentation (e.g. a medical certificate) as soon as possible and no
later than the relevant deadline. Normally, the deadline for submission of a mitigating circumstances claim will
be no later than five working days after the assessment(s) deadline(s) to which it relates.
See www.le.ac.uk/sas/regulations/mitigation for full details of the mitigating circumstances regulations and
procedures, including the University’s definition of a mitigating circumstance.
The School’s procedures can be found on all module blackboard sites. In all circumstances the School will seek to
be as supportive as possible, if you have any concerns, please don’t hesitate to get in touch with the Director of
Distance Learning (who is also your Personal Tutor), the module coordinator, or the DL Hub.
Personal Support for Students

Departmental Student Support Arrangements
If you would like to talk about any aspect of your course or study, then please get in touch with the Director of
Distance Learning (also your Personal Tutor), the module coordinator, or the DL Hub.
The Department’s personal tutor system operates in accordance with the Code of Practice on Personal Support
for Students: www.le.ac.uk/sas/quality/personaltutor
Equal Opportunities
The Equal Opportunities Officer for the School of Archaeology and Ancient History is Dr Sarah Scott,
sas11@le.ac.uk, Room 106b.
The University of Leicester will positively promote equality of opportunity for all current and potential students,
staff and its other stakeholders. It will not discriminate unfairly on the basis of sex, pregnancy and maternity,
gender, gender reassignment, disability, race, ethnic or national origin, age, sexual orientation, socio economic
background, religion and belief, political beliefs, family circumstances including marriage and civil partnership
and trade union membership.
The Equal Opportunities Policy can be found here.

University Student Support Arrangements

(please do not hesitate to contact the following
services by email or phone)
AccessAbility Centre
The Centre offers a range of services to all students who have specific learning difficulties, such as dyslexia,
disabilities or long-term conditions. Staff offer one to one support, assessment of dyslexia, the co-ordination of
alternative examination arrangements and assistance with applications for the Disabled Students' Allowance.
The open access Centre acts as a resource base for students and staff and is a relaxed place for students to work.
Its computers are equipped with specialised software for screen enlargement; essay planning and speech output
software is on the University network. The Centre has some specialised equipment (CCTV, enlarged keyboard,
and chairs) and some for loan (chairs, laptops and digital recorders). Low-level photocopying and printing facilities
are also available. The Centre welcomes self-referrals as well as referrals from academic staff.
Contact: AccessAbility Centre, David Wilson Library
Tel/minicom: +44 (0)116 252 5002 | Fax: +44 (0)116 252 5513 | accessable@le.ac.uk
www.le.ac.uk/accessability
Student Welfare Centre

The Student Welfare Centre offers wide ranging practical support, advice, and information for students.
Financial advice is offered, with information on budgeting and funding. Specialised staff can advocate over late
loans and other financial issues. Students can apply for hardship grants and loans through the Service; and
obtain assistance with applications to charities and trusts. Contact:
Student Welfare Service, Percy Gee Building (First Floor). Tel: +44
(0)116 223 1185 | Fax: 0116 223 1196 | welfare@le.ac.uk
www.le.ac.uk/welfare
Counselling and Well-being Service

This Service offers a range of expertise and support for both the physical and psychological aspects of health and
wellbeing in the context of your academic journey.
Services on offer include:
Student Counselling Support

Time-limited, free and confidential counselling on a one-to-one or group basis, as appropriate, addressing both
academic-related and personal issues.
For information see our website: www.le.ac.uk/counselling
Contact: Student Counselling Service
+44 (0)116 2231780 | counselling@le.ac.uk
Student Mental Wellbeing Support

Practical and emotional one-to-one and group support to students managing mental health issues at the
University.
Contact: Student Support (mental wellbeing)
+44 (0)116 252 2283 | mentalwellbeing@le.ac.uk
www2.le.ac.uk/offices/ssds/student-support-mental-wellbeing

Student Healthy Living Service
The Student Healthy Living Service strives to help students enjoy a balanced life; the service helps individuals to
identify an approach to life which can improve their wellbeing, enhance study and reach their full potential. The
service is committed to the delivery of health and wellbeing activities that support students in developing life
skills. As well as supporting academic achievement, these skills are transferable and should prove beneficial
through the transition from University to the demands of employment and graduate careers. The Student
Healthy Living Service works closely with the Victoria Park Health Centre and also provides direction to
appropriate health care services. More information can be found on the Healthy Living Service website.
Contact: Student Healthy Living Service
+(0)116 223 1268 | healthyliving@le.ac.uk
go.le.ac.uk/healthyliving
These services are located at: 161 Welford Road (behind the Freemen’s Common Health Centre), Leicester
LE2 6BF
Careers and Employability

Career Development Service
You need a first-class education; that’s a given. But you also need an edge, an advantage, a head-start in the
competitive graduate recruitment world. Based in the Students’ Union, the Career Development Service is here to
guide and support you from your arrival at Leicester through to graduation and beyond. As DL students please
take advantage of this facility, if appropriate.
If you are looking for part time work whilst studying, make sure you sign up to Unitemps, based next to the
Career Development Service for opportunities on campus and in the local area.
We’re here to support you throughout your time at university so make the most of the services we offer, to
make the most of you.
Contact: Career Development Service, Level 0, Students’ Union, Percy Gee Building
0116 252 2004 | careershelp@le.ac.uk |www.le.ac.uk/careers

@uolcds | fb.com/uolcds
Personal Development Planning

Personal Development Planning (PDP) is designed to enable you to think about, and plan for, your own personal,
academic and career development. Throughout your degree you will be encouraged to reflect on your progress
and achievements, and to identify areas you wish to develop and improve on. PDP will help you to:
• recognise the skills and abilities you are developing;
• identify areas for improvement and development; and
• think about how you can improve your employability and career prospects
Learning Development provides some more general information about what PDP is, and how you can engage
with it: www2.le.ac.uk/offices/ld/personal-development-planning-pdp.

Course details
Programme and Module Specifications
View the programme and module specifications for your course via www.le.ac.uk/sas/courses/documentation
In the programme specification you will find a summary of the aims of your course of study and its learning
outcomes, alongside details of its teaching and learning methods and means of assessment. The programme
specification also identifies the core modules that make up the course and any choice of optional modules. Each
module has its own specification that formally records that module’s aims, teaching and learning methods,
assessment components and their percentage weighting.
Attendance Requirements
‘Attendance’ is an essential requirement for success in University studies. For distance learning students this
obviously takes on a different form, but the same principles hold. The University’s expectations about
attendance are defined in Senate Regulation 4: governing student obligations (see www.le.ac.uk/senate-
regulation4). Full engagement with the course workbooks (the equivalent of the campus teaching sessions) are
required, and expected.
Coursework Submission
You should make sure that you submit your assignments by their due date to avoid any marks being deducted
for lateness. Penalties for late submission of coursework follow the University scheme defined in Regulations
governing the assessment of taught programmes (see www.le.ac.uk/senate-regulation7 or
www.le.ac.uk/sas/assessments/late-submission).
Your submission deadlines will be provided in your module workbooks and on BlackBoard. Please put these
dates into your diary as soon as possible noting the date and time of submission. The standard time deadline
within the School is 23.59 GMT (or BST) on a Wednesday – if you are based outside the UK you will need to
check what time it is in the UK to avoid a late submission penalty and there is a UK clock showing current UK
time on the BlackBoard page for your course. You must submit your work via your MyStudentRecord, and you
are required to submit one digital copy of your assignment plus a digital feedback form with your assignment
details completed. Make sure that your assignment is one file (if you are submitting a portfolio, combine these
files into one). See BlackBoard ‘Assessments’ for further guidance.
What do I do if my coursework is late?

If you know that your course work will be or is likely to be late due to illness or personal issues, speak to the DL
Hub and they will advise you on what you need to do. It is School policy that we do not grant extensions for
submission deadlines; however, mitigating circumstances may be taken into account and any penalties waved
with appropriate evidence, i.e. a Doctor’s certificate or other proof you can supply, by the Mitigating
Circumstances Panel, which meets regularly. See section on Notification of Ill Health and Other Mitigating
Circumstances.
Module selection
Modules are taken in a set order. Where there are optional modules you will be contacted by the DL Hub and
asked for your preference.

Marking and Assessment Practices

Special Learning Difficulty
Any student with a certified Specific Learning Difficulty (such as dyslexia, dyspraxia, etc.) who is concerned about
the form of assessment for a particular module is invited to discuss possible alternative arrangements with the
School’s AccessAbility Tutor.
Feedback and the Return of Work from Staff

The Department complies with the University’s policy for the return of marked coursework (see
www.le.ac.uk/sas/quality/student-feedback/return-of-marked-work for details of the full policy:
General principles:
• Feedback and provisional grading on coursework will be returned within 28 days for distance learning
programmes.
• In exceptional circumstances where this is not possible, we will notify you as soon as possible of the
expected return date and the reasons for the longer turn-round time and where possible staff will
provide some interim feedback: for example in the form of generic feedback to the class regarding
common errors and potential areas for improvement.
Marking
All marks are provisional until confirmed by the Examination Boards (with external examiners) held in November
and June each year.
Level 1
Your work will be marked either by the module coordinator or a staff member with relevant expertise. Work is
not double-marked or moderated, unless a problem is identified or the marker is a new member of staff or a
new University Tutor (part-time teacher). In that case, the module coordinator checks the marking and
feedback.
Levels 2 and 3
The marker assigns a mark, annotates the script as required, completes the coversheet, and returns the work to
you with a provisional mark. Subsequently a ‘moderator’ (see below) samples each batch of written work to
check that appropriate feedback is being given and appropriate and consistent grades awarded.
Provisional status of level 2 and 3 marks

When you get your work back, the mark remains provisional, allowing all work to be sampled by a moderator
while some is also read again by an external examiner before the November and June Examination Boards. This
is because your degree class is calculated on your work at level 2 and 3. All marks awarded initially are
provisional—that is, subject to approval by the School’s Board of Examiners. Final decisions about
assessment are the responsibility of Boards of Examiners, not individual markers. Results and degree classes are
subject to ratification by Senate, the senior academic committee of the University.

Moderation
The School regards moderation of coursework and exams as an assessment of the marker’s grading and
evaluative comments in relation to the published grading criteria (‘do the comments justify the mark
awarded?’). Additionally, for coursework only, moderation is an assessment of the quality of the written
feedback given to the student. As such, it is designed to benefit the marker in their future work. Accordingly,
moderators in the School:
a) though they read examples of students’ work in part or whole, do not record an independent mark;
b) do not suggest changes to marks or comments, or suggest additional comments.
What work is moderated?

First year (level 1) work is not moderated. All second – and final-year (level 2-3) work, and all taught
postgraduate work is moderated. Dissertations are ‘double blind marked’ – meaning that the second marker
assesses the work without seeing the grade awarded by the first marker, or their comments on the work; the
two markers then discuss and agree a mark.
External examiners
The School has three undergraduate external examiners - two in Archaeology and one in Ancient History. In June
and November they attend the final examination boards at which level 2 and 3 results are finalized and final
degree classes awarded.
Externals normally serve for four years and are experienced academics at other UK universities or comparable
institutions (e.g. museums). Their main roles are: scrutinizing students’ marked work in a sample of second- and
third-year modules (normally including any new modules and the dissertations), validating our standards of
marking and degree classification, and reviewing the overall shape and quality of our degree programmes.
Progression and Classification of Awards

The University’s system for the classification of awards and the rules of progression are defined in Senate
Regulation 5: Regulations governing undergraduate programmes of study (www.le.ac.uk/senate-regulation5)
Alternatively, refer to the Student and Academic Services website for information about degree classification
and progression: www.le.ac.uk/sas/assessments/progression-ug
Any specific progression requirements for your course are stated in its programme specification (see
www.le.ac.uk/sas/courses/documentation)

The School’s Marking Scheme

In all degree programmes in which the School is involved, the marking standards are as follows:
• I First class honours 70 per cent and above (high first 85+)
• II.1 Upper second class honours 60–69 per cent
• II.2 Lower second class honours 50–59 per cent
• III Third class honours 40–49 per cent
• Fail 39 per cent and below
This percentage- and class-based scheme will be common to all the work you do in the School.
Grading Criteria
Year 1
During your first year the emphasis is on acquiring factual knowledge of the aims and methods of archaeology
and/or ancient history, of the chronological time-span and main events, and of the key social and cultural
developments of past human societies. You will learn how to describe and to present information, how to
structure a piece of written work, and how to acknowledge your sources in a professional manner.
I (first class): Well done! Your work fully addresses the question, is most likely to be very clearly structured,
factually correct, and will generally demonstrate a full understanding of the subject, or offer some perceptive
points or original ideas. The bibliography normally goes well beyond basic textbooks, is formatted correctly, and
sources are fully acknowledged in the text. A mark of 85% or above typically indicates exceptional accuracy and
depth of coverage, together with excellent writing skills and presentation.
II.1: A mark in this class shows that your work addresses the question, is probably well structured, is factually
correct, and demonstrates a good to very good understanding of the subject. The bibliography is most likely
presented in the correct format, and sources acknowledged correctly in the text. You may also get a mark in this
class if you demonstrate good critical awareness or originality, even if the structure of your argument needs
attention or the work contains some factually incorrect information.
II.2: Here your work probably does address the question, and may be generally sound and competent, but may
be poorly structured and/or contain factually incorrect information. Some material may have been omitted,
examples or case studies missed. Marks in this class are also awarded to work that is poorly presented, contains
spelling mistakes, no or few in-text references, has a limited or poorly formatted bibliography.
III: Where you gain a mark in this range, it indicates that your work probably does not really address or
understand the question, may be poorly structured, may contain considerable amounts of factually incorrect
information, omit much material or evidence, miss major points, and/or contain much irrelevant information.
Your work may be very poorly presented, containing much repetition of information, many spelling mistakes, no
or very few in- text references, and offers no or only a limited bibliography.
Fail: Work that is wholly inadequate, shows no understanding of the subject, and is mostly factually incorrect, or
contains primarily information that is irrelevant to the question will receive a fail mark (below 40%).
Most commonly it means that you have not gone about preparing and presenting your work properly and have
not read enough about the topic, or has not addressed the set question. Ask your tutor for advice.
If you receive a fail mark, DO NOT DESPAIR! A fail mark does not mean you are useless or going to fail your
degree. It is not uncommon to get one or two fail marks in the first year but perform very strongly thereafter. The
first year is a time to learn from your mistakes and develop your academic skills without them affecting your
ultimate degree class.
Levels 2–3
I: your work

a) has demonstrated and excellent to exceptional level of scholarship in the subject area of the assessed
work, characterised by: full understanding of key concepts; comprehensive and critical analysis of
central issues; lucid and concise presentation of the material; full critical assessment of discriminatingly
selected evidence; substantial novel insights apparent;
b) has demonstrated excellent to exceptional written communication skills;
c) has demonstrated excellent skills as an independent learner;
d) has demonstrated the attainment of nearly all, or all, the learning objectives of the module.
Now you are on a roll! A first-class answer could be either a low first (70–84%) or a high first (85%+). A low first-
class mark means that you have probably shown the tutor that you have the ability to engage in a highly critical
analysis of the subject. You will most likely have used an array of sources, properly referenced in text and
bibliography, and highly relevant case studies. You may also have demonstrated original, perceptive, and
interesting thoughts of your own on the issue under discussion. — If you score 85% or higher, then you will
probably have done all of the above and perhaps also demonstrated real independent research skills. More
importantly you will most likely have demonstrated your ability to handle and synthesize a great deal of
information and to produce real insights into the problem under discussion. You may be approaching the kind of
discussion that a member of staff could produce. At final-year level, this may be approaching publishable quality.
II.1: your work
a) has demonstrated a good to very good level of scholarship in the subject area of the assessed work,
characterised by very good understanding of key concepts; very good critical analysis of central issues;
clear and concise presentation of the material; critical assessment of the appropriate evidence; some
novel insights apparent;
b) has demonstrated very good written communication skills;
c) has demonstrated very good skills as an independent learner;
d) has demonstrated the attainment of a substantial majority of the learning objectives of the module.
This class is of some distinction beyond basic competence in a subject. A mark above 60% indicates that you will
probably have demonstrated evidence of reading that has explored primary data and some independent
research that goes beyond basic textbooks. You may have shown that you understand and are aware of the
methodological issues and approaches involved in the problem that you have been asked to study. — If you
score about 65% or above, then you may very well have begun to make the subject ‘your own’. You probably
have shown to the tutor that you understand the problems with the evidence you have been using and that you
have been very perceptive in the examples you have chosen to illustrate your basic arguments. You have
probably also not been afraid to express some of your own ideas on the issue under discussion.
II.2: your work
a) has demonstrated a sound level of scholarship in the subject area of the assessed work, characterised by
reasonable understanding of key concepts; some critical analysis of central issues; reasonably clear
presentation of the material; some appropriate evidence assessed critically; occasional novel insights
apparent;
b) has demonstrated sound written communication skills;
c) has demonstrated some skills as an independent learner;
d) has attained a good majority of the learning objectives of the module.
Gaining a mark in this class means that you are starting to get to grips with the main issues in the question set,
but that your work may be largely derivative, or possibly without enough specific examples to back up and
expand your general points. You may be relying too heavily on a few key books without fully or properly
exploiting these and other sources. You may not have answered all parts of the question, even though
addressing some of them effectively. You may be aware of ideas surrounding the topic, but may not be
evaluating them effectively or sufficiently. — Low II.2 marks may mean that there is something important that
you are not getting right, such as a logical structure to your argument, or that you are not supporting your
argument sufficiently with examples. But such marks do not mean that you are stupid, or that your work
can’t/won’t improve. Tutors are there to help you with these sorts of issues, so don’t be afraid to discuss your

overall performance with them. — If you are scoring marks of 53–55% and upwards, you are probably beginning
to demonstrate a reasonable degree of competence in the subject under discussion, although you may have
considered only some of the evidence in a critical manner, for example.
III: if your work
a) has demonstrated rudimentary to basic scholarship in the subject area of the assessed work,
characterised by limited understanding of key concepts; rudimentary to limited critical analysis of
central issues; some material at least sometimes presented clearly; some appreciation only of the need
to assess evidence, perhaps with the occasional critical appraisal of evidence;
b) has demonstrated rudimentary to basic written communication skills;
c) has demonstrated very limited, or limited, skills as an independent learner;
d) has attained only a minority, or at best a bare majority, of the learning objectives of the module.
A mark in the lower 40%s would generally indicate that there appear to be some significant problems in how you
are studying, researching and thinking about the work. You have probably failed to grasp what is required in the
question of the essay or project and so you may provide little more than a minimum answer. You may have
recognized where to go in the work but not followed it through in any adequate way and without any coherent
links. You may have relied too much on one or two books or on lecture notes. Or it may be a very rushed piece
of work which means you did not have time to think clearly about content and examples. Enough, however, is
there to show that it is not a fail and that more application, thought and planning will push your marks up far
higher. — A mark in the upper 40%s may indicate a number of different problems with your work. It may be
that, despite what you may think, you have not really answered the question that was set. It may be quite a
good answer, but to a different question! Or it may indicate that your answer is too simplistic or without any
logical links, and lacking coherent examples or conclusions. You may be demonstrating only a basic
understanding of the main points, or you may not be considering your material in a critical way. You may have
only done a restricted amount of reading— remember, the more you read the more you can understand and
discuss! Or it may be the sign (and result) of a rushed piece of work, which can be avoided by planning and
thinking about the time-scale involved in writing coursework.
Fail: If you receive a fail mark, this may mean that you have shown only a limited understanding of key concepts,
or that you have given almost no critical analysis of the main issues. You may not have used any evidence to
support your arguments, or may not have presented your material in a comprehensible form. Most likely you
have simply not spent enough time on researching and writing the essay, perhaps by leaving it till just before the
deadline to start work.
Deadlines for Submission

The submission deadline for each piece of work will be stated in the relevant module on BlackBoard. For
dissertations, the Dissertation workbook for your cohort is normally sent out to you when you begin level 3.
All assignments should be submitted electronically via MyStudentRecord. If possible, save your work as a Word
(.doc) file – this allows the marker to comment easily on your work directly. You must also include an electronic
marksheet which will be circulated by email and can also be found on BlackBoard. Complete the first section
with your details and the module/assignment details. This marksheet will then be returned by the marker with
your assignment.
Penalties for Late Submission

All coursework (e.g. essays, projects, dissertations, and any other written work that is part of the assessment of a
module) must be submitted by the deadline. The mark that is shown on MyStudentRecord will however reflect
any lateness penalties which have been applied. If this has been the case you will also be informed of the original
mark, based on the quality of the work.

The University has approved standard penalties for late submission or non-submission, as follows:
• A penalty of 10% of the available marks for the written work should be imposed upon the expiry of the
deadline
• A penalty of 5% of the available marks should then be imposed on each of the ten subsequent working
days
‘Available marks’ in this context means the maximum marks available for the piece of work (for example, 100
would be the available mark in a percentage marking scheme, 20 would be the available mark in a 1–20 marking
scheme).
‘Working day’ in this context means a period of twenty-four hours or part thereof from Monday to Friday
inclusive. Please note: working days within a vacation period are included.
Where the deadline is a Wednesday the penalties are calculated as follows:

• 1 working day late, i.e. from 4.31 p.m. Monday to 4.30 p.m. Tuesday (i.e. effectively handed in on
Tuesday): 10 marks off
• 2 working days late, i.e. Wednesday: 15 marks off
• 3 working days late, i.e. Thursday: 20 marks off
• 4 working days late, i.e. Friday: 25 marks off
• 5 working days late, i.e. Monday of the following week: 30 marks off
• 6 working days late, i.e. Tuesday of the following week: 35 marks off
• 7 working days late, i.e. Wednesday of the following week: 40 marks off
• 8 working days late, i.e. Thursday of the following week : 45 marks off
• 9 working days late, i.e. Friday of the following week: 50 marks off
• 10 working days late, i.e. Monday of 2nd week (= 2 weeks late): 55 marks off
• 11 or more working days late, i.e. Tuesday of 2nd week, or later: 60 marks off
All late work loses at least 10 per cent, which is a serious penalty equal to a full class in the marks band (e.g. a
II.1 becomes a II.2, a II.2 becomes a III, etc.). Since most work gets a mark in the II.2 or II.1 band (50–69), it will
drop to a mark of 40%, if it is 2–5 days late.
However, assignments that would fail due to lateness penalties , but would have passed on content, will be
capped at a mark of 40%.
(see Senate Regulations 7.95; http://www2.le.ac.uk/offices/sas2/regulations/documents/senatereg7-
assessment.pdf)
Format of Submission
Physical format of paper copies
Unless otherwise instructed:
• In a bound dissertation, make sure the inner margin on both facing pages is wide enough that words
near the ‘gutter’ of the book can still be read (see Page Layout)
• For dissertations, see the Dissertations Handbook issued at the start of level 3; or log on to
http://www2.le.ac.uk/departments/archaeology/existing/students/dissertations

Essay Writing Skills

Writing an essay is a mixture of creative energy and technical skill. The creative part is you reading around the
topic and generating ideas on how you will tackle the essay question. What evidence will you bring to bear on the
topic? How will you present that evidence? What are the key points I need to make my argument convincing to
the reader? The technical aspect might seem a minor addition to the creative process, but it is not. Good
technical skills will ensure that you get your points across in a clear logical fashion and with clarity.
General expectations
We require you to follow the prescribed conventions regarding format of academic written work, from the start
of your first module onwards. This applies especially to referencing and bibliography layout. Expectations are set
out in documents in the ‘Study Skills’ section of the Blackboard site.
You are required to think and research for your assessed work and exams. While the module workbooks may be
a valuable resource, they will not provide the full framework for answers. However, it is essential that you have
fully engaged with all their contents (this is the equivalent of having attended a full lecture series on campus).
Make sure you read your textbooks too (and in Levels 2 and 3 any of the journal papers and book chapters
provided), and where possible follow up suggestions for further reading through the library e-resources.
Our expectations of you will increase each year – and it should be your hope and aim that you, too, will improve
each year, building on skills and feedback from previous work. In other words, work which achieves a II.1 at Level
1 will not necessarily achieve the same mark at Level 2 and 3, because our (and your) expectations will be higher!
By the third year, for instance, we expect you to use the library to its fullest extent, including finding additional
reading which is not necessarily presented on course bibliographies. Furthermore, by this stage we expect your
work to be analytical, not merely descriptive!
Fundamentals
Your work must be:
• word-processed (unless otherwise instructed)
• well structured
• properly referenced (in the main text)
• completed with an accurate bibliography (list of works cited)
• well illustrated (if/where appropriate)
The next sections deal with some of these features in detail. Later sections deal with good writing and layout,
and the physical presentation of your submissions.
Essay Structure
An essay is an extended piece of written work, which is written in a professional manner, to a specified academic
standard. It addresses a key question, issue or problem, marshals evidence and evaluates opinion, in order to
discuss and debate the issue, ending with a well-considered conclusion. It simulates the kind of manuscript you
would prepare for a real Archaeology or Ancient History publication, or the kind of project you might be asked to
produce for an employer. It is therefore a very important and useful part of your training.
Your module workbook (and related BlackBoard site) provides details about word length for individual
assignments, which vary between different courses and module assessment schemes. An essay should discuss,
develop, and answer the question posed in its title, and should present conclusions reached as a result of the
investigation carried out.
Every essay must include ‘author–date’ bibliographical references in the text (NOT as footnotes or endnotes) and,
at the end, a bibliography that lists all references cited in text. Penalties are incurred if you fail to do this.

The argument
There is no single ‘right’ answer to an essay question—indeed, that is often half the point. Your essay should
discuss analytically the question asked, and highlight the problems of solving it. You should not necessarily try to
answer a question definitively, though it is a good idea to suggest your preferred solution, where appropriate.
Do answer the exact question that was asked, and not another question!
The central feature of all essays should be a logical line of argument. It should be clearly presented so that a
reader can follow it. Sometimes an argument that is clear in your own mind loses something when put on paper;
careful planning is required.
A logical argument does not consist solely of narrative or description—that is, a retelling of historical or
archaeological events, or a list of sites, artefacts, or facts you have noted during your studies. ‘Facts’ in
archaeology and ancient history are often disputed, and all require interpretation. This does not mean narrative
and description cannot form a vital part of an argument, especially if what the events and facts were, or their
order, is part of the problem you need to confront. But do not ever expect the facts to ‘speak for themselves’:
they never do!
Normally your argument should centre on an important theme (such as ‘the nature of Athenian democracy’ or
‘the character of early farming in Europe’). Narrative and description alone (describing, for example, the
bureaucratic institutions of the Athenian state, or the burial and settlement assemblages of early Neolithic
cultures) will not produce an adequate or convincing argument on the question of how we should interpret and
understand such a theme. Telling us what some writer has said about an issue will also not, in itself, provide an
adequate answer.
There are several different ways to present a logical train of argument. Which one you choose depends on (a)
how the question is asked, (b) the nature of the evidence, (c) how other scholars have written about the issues,
and (d) your own views on the subject. Think about all of these before you start writing your final text.
How the question is framed

As part of your argument you may need to define how you are going to use problematic or ambiguous terms,
but do not let this distract form the actual question (you do not need to define terms we all understand). As your
studies progress, and if you are feeling really confident, you may want to question the terms of the question.
Markers value such initiative, but if you try it be sure you know what you are talking about!
The nature of the evidence

Different kinds of archaeological evidence, produced by different techniques or in different circumstances
of preservation, give different insights on life in the past. For example, the analysis of plant remains from an
excavated site, pottery found across a wide range of sites in an archaeological survey, and the chance find of a
coin hoard may all tell us something about Roman trade, but they do not each tell us the same thing. Be sure
you weigh up and evaluate different kinds of archaeological evidence and what can be learned from them. This
goes for using archaeological evidence in Ancient History essays, too!
If you are working with the archaeology of a literate culture, or writing an Ancient History essay, you may need
to deal with written documents as part of your evidence. You may need to present the documentary source
material for the reader, and explain what particular sources do or do not reveal. Just because a source happens
to be a written text that does not mean that it is necessarily any more reliable or ‘objective’. Do not forget to
make the reader aware of the point of view of a source, the context in which it was produced, and its proximity
in time and space to what it claims to be telling us about.
How other scholars have written about the issues

Often you will find that modern scholars have radically differing viewpoints on a question. They can include
different evidence or weigh the evidence differently. At times you may wish to compare and criticize their
arguments. ‘Criticize’ does not necessarily mean ‘be negative’: it means ‘subject them to critique’. Analyse the

strengths and weaknesses of each point of view, make a reasoned assessment of their argument and explain to
the reader whom you find most persuasive, and why. You may well have the same access to the original
evidence as they do.
Your own views on the subject

In your conclusions, you may want to accept one particular point of view, or reject some proposed solutions as
unsatisfactory. If you choose to do the latter, it is a good idea to come up with an alternative solution of your
own, and be able to support your views. Simply having an opinion is not, in itself, sufficient. Even if you choose
to agree with someone else’s viewpoint, you must explain why. Do not be afraid to put your own views forward!
We want to see you developing your critical abilities and judgement, especially as you move from level 1 to levels
2 and 3.
The conclusion(s)
Every essay must have a conclusion or conclusions. These should be definite, strong ones—not just one or two
feeble summary sentences which trail off to a whimpering end. Go out with a bang, with clear reference to the
original question and the issues it raised! Make it clear that you have in fact answered it (and not written about
something else – this can happen). Write the conclusions after you have written the argument (though, all being
well, before you start writing your argument you will have some idea of where the evidence has led you). If you
have a very complicated argument you may want to include a brief summary of the main points; but if you do
this, keep it brief. The essential feature of a conclusion is that you state your position on the main issues and
problems of the essay question. This is where you say why you find one explanation more persuasive than
another.
The introduction
You may also choose to write the introduction after you have written the rest of the essay! If you write it first,
you will probably have changed your views by the end of the essay. This will look odd and you could lose marks.
The Introduction should tell the reader how you are going to tackle the problems set in the question, and the
order in which you are going to discuss evidence and issues. It will usually give a foretaste of the line your
argument is going to take and the conclusions you are going to reach.
Common mistakes
a) Including irrelevant information. It is not always obvious what is relevant and what is not. You may find it
hard, at first, to select the most relevant information from your reading. Learning this skill is partly a
matter of practice, but partly of awareness. Ask yourself at every stage if what you’re writing helps to
answer the question. If it does not, do not include it!
b) Repetition. This overlaps with (a), but it also happens when you do not think through your essay
structure carefully enough.
c) Lack of editing. Plan to finish your draft of the essay several days before the deadline. Leave it alone for
a while, perhaps overnight, then read it through again, and see if it makes sense. If it does not, change it.
You will forestall a lot of criticism if you can first criticize your own work. Reading your text out loud
often helps with checks on punctuation and logic, and careful editing can save many lost marks. If you
use a proof reader, this must be declared on the coversheet (see Use of Proof Readers).
d) Poor referencing. This is a major frustration for all staff. Referencing is a key skill and there is no reason
you should not be proficient at this by the end of Year 1. Your handbook provides guidance on correct
referencing styles and your tutors can provide further guidance when you need it.
The University of Leicester has some very good guidance for essay reading and writing here:
http://www2.le.ac.uk/offices/ld/resources/writing. We strongly advise you to make full use of this site and all
the resources it covers.

Figures and Tables

Archaeology and Ancient History can depend heavily on material and quantitative evidence. Clear presentation
of this is crucial at all levels. Photographs, drawings, charts, graphs, maps, and plans (collectively referred to as
Figures) as well as tables, play an important role in what you read as well as in your teaching. It is important to
learn to use visual and numerical material, as appropriate, in coursework, presentations, dissertations, and even
exams.
Part of your research for the coursework may sometimes require choosing suitable Figures (illustrations). Don’t
leave this till after you’ve written the text! If you use illustrations, they should be there for a purpose, not as
‘wallpaper’ or decoration. We are all aware how simple it is to copy images from the internet, so be sure there is
a good academic reason for including figures. You also must so your research them properly—and acknowledge
where you got them from.
Figures and tables should be large enough to see properly, and clear enough to read. There is little point in
including an image if it is squashed, fuzzy or illegible! They should be well integrated within the structure of the
text and should serve a clear purpose in your discussion. They must be numbered. For each illustration or table,
there should be at least one cross-reference in the text. For example, ‘food resources consumed by
Neanderthals included a wide range of plants and small game (Table 2)’. Somewhere in your essay, usually
nearby or on the same page, you will insert your table. The table is always accompanied by its number and
caption text telling the reader, in summary form, what data the table contains. For example, ‘Table 2: Food
resources used by Neanderthals in Europe (data from Hopkinson 2011; Shipley 1973; Stewart 2010). The
references you include in Figures and Tables must also be included in your bibliography, so they could be
located and checked, if necessary.
Referring to (‘citing’) other people’s work

Referencing is a technical skill (and requirement) of academic writing and we expect you to become proficient at
this during your degree. After year 1, referencing should be second-nature to you and simply seen as part of
constructing an argument, rather an irritating chore to be rushed through just before the essay is submitted.
Think of referencing as ‘academic transparency’. The reader needs to know what ideas are built upon the work
of other scholars and where you are drawing your own conclusions and making new observations in the
discipline. It is also a guide for other scholars who will build upon your work; they need to know where you have
sourced arguments, data, tables, figures that you are including in your work. The in-text references tell the
reader in a short-hand form where this data came from which leads them to the bibliography (which is now
acting like an index) where the full reference is listed.
In the course of your reading you will encounter many different ways of referencing. Each has its own merits. In
the sections which follow, we set out the principal methods of referencing which we expect you to use in the
work you submit to the School, and which we consider to be one of the clearer systems. Bear in mind that any
academic writer is expected to be able to cite/reference and create a suitable bibliography in whatever format a
publisher requires. Academics do this for every single journal that they write for, each will have its own
referencing convention – failure to follow the house rules normally means your article is rejected by the editors!
If you do not reference (cite) the sources of your information, you risk being accused of passing off another’s
work as your own (and so of misleading the reader or examiner)—in other words, plagiarism. Clear, accurate
referencing is a crucial step (but not the only one) towards avoiding this.
General rules
• Include full references to what you have read. These should be in the main text (not in footnotes or
endnotes) and in author–date (‘Harvard’) format. See the document on ‘References and quotations’). (If
you are working in another department, make sure you follow each department’s guidelines.)
• Include a full bibliography, correctly formatted. You may wish to learn a program like EndNote (available
on CFS) to simplify the formatting and generation of bibliographies and to ensure that, once you’ve
entered an item for one piece of work, you need never type it again. But do not rely on software to

always automatically provide the desired output. Always check that it generates the desired/required
format.
The author–date (or ‘Harvard’) system

The easiest referencing (citation) system, and the one you are required to use in coursework you submit to the
School of Archaeology & Ancient History, is the 'author-date' or (inaccurately) 'Harvard' system.
The author, the year, and usually the page number(s) are included in brackets in the main text, as in the
following example:
As has been recently argued, it is surely correct to say that male and female insights, perspectives and
experiences of women’s rites were different (Winkler 1990: 188–189, 206). When citing a reference with
multiple authors you list authorship of two writers, e.g. (Winkler and Bloggs 1991) but when there are more than
two authors on a paper/article/book chapter, list the first author then use the latin short-hand et al. (Barton et
al. 2012).
In books and articles you will see variants of this system (e.g. with a comma instead of a colon). Any is
acceptable, so long as you use it consistently.
When you are citing a work in general, i.e. a particular argument about cultural change in the Bronze Age runs
through an entire book or journal article, it is OK to include author and date only in your text reference, e.g.
(Winkler 1990). When you are making reference to a particular fact, argument, piece of data, that is contained in
just one area of a work, we normally include page numbers, e.g. (Winkler 1990: 23). This is necessary to assist
the reader to find the information that you are referring to.
A reference should be as specific as the occasion requires. For example:
Dr Bloggs’s views on this matter are the basis of two recent studies (Higgs 1986; Hogg 1987). Dr Bloggs’s views
on this matter have been torn to shreds by Higgs (1986: 216–17).
Dr Bloggs (pers. comm.) is currently preparing a response to Higgs.
You may lose marks if you fail to cite page numbers when you should.
The Bibliography
Any source or author that you cite in the text must appear in your bibliography (list of references) at the end of
the essay. This includes your ‘in text’ citations as well as any authors/sources you have credited for images or in
Table or Figure data and in the Table or Figure captions. Essentially anything cited in the text goes into the
bibliography. This is simply a system for allowing your readers (as independent scholars) to check for themselves
the reliability of data or facts stated and or the accuracy of your interpretations. Citations and their correct
presentation is not optional, it is compulsory and a skill that you must learn. You will lose marks if you fail to
follow the School’s
conventions. As with all things, when in doubt, ask your lecturer or personal tutor, they will provide you with the
advice you need.
Some example formats for your bibliography/reference list are:
Journal Article
Coolidge, F.L., Wynn, T., Mellars, P. 2008. Neanderthals and Culture. Journal of Human Evolution 56: 23-56.
This reference breaks-down in the following way:
Authors/date of article publication/title of article/title of the journal in italics/volume number of the

journal/page numbers of the article.

Other examples:
Coolidge, F.L. and Wynn, T. 2007. The working memory account of Neanderthal cognition – How phonological
storage capacity may be related to recursion and the pragmatics of modern speech. Journal of Human
Evolution 52: 707-10.
Gruen, E.S. 1993. Cultural Fictions and Cultural Identity. Transactions and Proceedings of the American
Philological Association 123: 1-14.
Mellars, P. 2004. Neanderthals and the modern human colonization of Europe. Nature 432, 461-65.
Bonnell, A. G. 2002. Did They Read Marx? Marx’s Reception and Social Democratic Party Members in Imperial
Germany, 1890-1914. Australian Journal of Politics and History 48: 4-15. [might appear as (Bonnell 2002: 7-8) in
the text, if citing those specific pages]
Books
Ingold, T. 2000. The Perception of the Environment. London: Routledge.
Author/date of publication/title of book in italics/place of publication/publisher.
Other examples:
Klein, R.G. 1999. The Human Career (2nd Edn). Chicago: Chicago University Press.
Chapter from a book

Gruen, P., Mellars, P. 2011. Cultural Identity and Modern Humans. In Klein, G., Ingold, T. (Eds) Modern Humans
in Europe, pp. 45-52. Oxford: Berghahn Books.
Authors/date of publication/title of chapter/list of editors/title of book in italics/page numbers of the authored
chapter/place of publication/publisher.
Other examples:
Pettitt, P. 2005. The Rise of Modern Humans. In C. Scarre (Ed.) The Human Past, pp 124-173. London: Thames
and Hudson.
Emsley, C. 1989. The social impact of the French wars. In Dickinson, H.T. (ed.), Britain and the French Revolution,
1789-1815. Basingstoke : Macmillan, 211-27. [this might appear as (Emsley 1989: 212) in the text - note
that the chapter author rather than the book editor must be cited in the text]
Other tips:
• The list of works cited in your bibliography/reference list must be in alphabetical order
• It is helpful to indent the reference but leave the author hanging on the left margin. This makes it easier
for a reader to skim down your bibliography to find works of interest
• A journal article can include a volume number and also an issue number in brackets ahead of the pages,
e.g. 53(3). This may be useful for journals that publish a large number of issues under a single volume
number
• Edited books will have one or two (or more!) editors who are responsible for assembling content from
different authors. Make sure you cite the chapter authors, and not the editors, in this type of reference.

Referencing module workbooks
The authorship of course workbooks/readers varies and so we recommend the following system for
acknowledging them. Again, the main point is to be consistent.
Use an acronym/abbreviation for each course reader and the date of the edition you are using, for example:-
AMA 2012 (for Level 1 Module 1- Aims and Methods in Archaeology),
MA 2008 (for Level 1 Module 5 – Medieval Archaeology),
MMW 2006 (Level 2 Module – Medieval Mediterranean World)
In the text, follow the normal Harvard system adding a page number or figure number after the abbreviation.
For example, … (AMA 2012: 157). When you come to construct your bibliography place each abbreviation in
alphabetical order and then explain what the abbreviation stands for, and check the date. Course materials are
published at Leicester, by the University of Leicester. Therefore, we might list one in the bibliography like this:-
AMA 2012. Aims and Methods in Archaeology. (BA course reader), Leicester: University of Leicester,
Some things that you should not do:

• Do not list multiple authored articles/books/book chapters as Mellars et al. in your
bibliography/reference list, always list authors in full. The short-hand is just for your ‘in text’ citations
• Make sure you reference individual chapters within edited books, and not the edited book as a whole.
• Do not use bullets in your bibliography!
• do not copy-and-paste references generated in different formats into your bibliography without
reformatting them.
Crediting Figures and Tables

You must also acknowledge your intellectual debt if you copy or adapt an illustration, chart, graph, map, or draw
data directly from a published Table. If you copy it directly and exactly, you must reference it as you would a
direct quotation, with an author-date reference. If you adapt it, then reference it in your caption as in this
example (data from Talbert 1987, 27) or (map drawn from Shipley 2011).
When one author cites another (ancient or modern)

If you have read Shipley 1994 who refers to Barker 1985, and you want to refer to Barker’s views but can’t get
hold of Barker 1985 to read them, what do you do? The solution is simple:
In the text of your essay, you need to put ‘(Barker 1985: 123, cited by Shipley 1994: 38)’.
In the bibliography, give details of both works. (This means you must note down the details of Barker when you
read Shipley).
You must not put only Barker 1985 in the text and only Shipley 1994 in the Bibliography. All works cited in the
text must appear in the bibliography, and all works listed there must appear in the text.
Where a modern author cites an ancient author whom you have not read (for example in a sourcebook), you
must not give the ancient reference without saying where you found it. To do otherwise is to fabricate your
evidence. Say something like:

(Plutarch, Perikles 9, cited from Shipley 1995: 123)

or
(Shipley 1995: 123, citing Plutarch, Perikles 9)
In such cases, it is not necessary to list the ancient author in the bibliography. See below on how to cite ancient
texts.
Greek and Latin authors

Often in Ancient History essays, and sometimes in Archaeology essays, you will need to refer to passages of
works by ancient authors. You must include the reference in your text, usually in brackets. In this respect,
ancient authors should be treated no differently from modern authors. However, the referencing of ancient
authors presents specific problems and cannot be done in the normal ‘author—date’ fashion.
Some examples: Thucydides 4. 4.
Plutarch, Life of Tiberius Gracchus, 8.
Aristophanes, Acharnians, lines 450–500.
Homer, Odyssey, 16. 345–359.
Pindar, Olympian Odes, 4. 21–30.
Prose texts are usually divided into ‘books’ (of a few tens of pages) and ‘chapters’ (typically of a few paragraphs);
give the book and chapter numbers. In some cases (e.g. the Plutarch reference above) there will only be chapter
numbers, and in others there may be a third, intermediate level of numbering also. These various divisions are
ancient, although not normally as old as the original text itself. In the case of plays in verse and poems, give line
numbers (usually printed at the top of the page; you may have to estimate). In the case of a very long poem like
Homer’s Iliad or Odyssey, give the book and line number(s). In the case of a collection of poems, such as Pindar’s
Odes, give the number of the poem and the line number(s). The reason for using this form of reference, rather
than a page number, is because these ancient divisions are consistently recorded across almost all editions and
translations of an ancient author’s work (whereas a page number would be different in each edition that you
used).
The titles of many ancient works vary, perhaps because the work did not originally have a ‘title’ in the modern
sense, or because the Greek or Latin title can be translated different ways. If in doubt, use the title given in the
translation you are using, or look up the author in the Oxford Classical Dictionary (4th edition 2012) or the
Cambridge Dictionary of Classical Civilization (2006).
In some cases, e.g. Thucydides, only one work by that author survives, so it is acceptable (as in the first example
above) to cite the author with book and chapter number only, without giving a title for the work.
You should be able to find book, chapter and line formation in the Loeb editions of ancient sources (available in
the library for most ancient authors), or online at: http://www.perseus.tufts.edu/hopper/collections
If you have difficulty, email your tutor. You should not be citing ancient sources with modern page numbers, nor
should you be including modern publication date in the in-text citation (though you will need it in the
bibliography).
If you are providing an extended quotation of an ancient author (2-3 lines, for example), you should definitely
include the translator’s name (as in this example). The full bibliographic information will of course appear in your
bibliography.
And you could not find another person among the writers on geography who has travelled over much
more of the distances just mentioned than I; indeed, those who have travelled more than I in the
western regions have not covered as much ground in the east, and those who have travelled more in the
eastern countries are behind me in the western; and the same holds true in regard to regions towards the
south and north. (Strabo, 2.5.11; trans. H. L. Jones).
Format of bibliography entries for ancient authors

Two approaches are possible.
a) Preferably, put bibliographical details of the translation you have used in a separate alphabetical list of
ancient authors at the start of the bibliography. Start the entry with the ancient author’s name. It is best
to put the date of the modern text at the end. For example:
Thucydides. The Peloponnesian War, trans. R. Warner (Penguin Classics). Harmondsworth: Penguin Books. 1972.
b) Alternatively, if you are using citation software such as EndNote which will not make two separate
bibliographies, put translations in the same list as modern works but start the entry with the translator’s
surname:
Warner, R. (1972). Thucydides, The Peloponnesian War. (Penguin Classics.) Harmondsworth: Penguin.
For the correct format when using a ‘sourcebook’ (a collection of translated extracts from different ancient
sources), see above under ‘When one author cites another (ancient or modern)’.
Electronic sources
In general, you should rarely need to cite WWW sources. We expect you will normally be working from course
materials and academic resources (books and journals) within the University Library. To cite world wide web
(WWW) documents, give the author’s surname and initials; the date of the document or last revision (if
available); the full title of the work; the title of the complete work (if applicable), in italics; any version number
of file numbers; the full URL; and the date when you accessed it (in parentheses – this information is important
since the contents of the web-pages often change). Some examples:
Burka, L.P. 1993. A hypertext history of multi-user dimensions. MUD History.
http://www.utopia.com/talent/lpd/muddex/essay (2 August 1996)
More examples of recommended formats:
Crump, E. Re: Preserving writing. Alliance for Computers and Writing Listserv. acw-1@unicorn.acs.ttu.edu (31
March 2014)
Fine arts. Dictionary of Cultural Literacy. 2nd edition. Edited by E.D. Hirsch, Jr., J.F. Kett, and J. Trefil. Boston:
Houghton Mifflin. 1993. INSO Corp. America Online. Reference Desk/Dictionaries/Dictionary of cultural literacy
(20 May 2014)
ID Software. The Ultimate Doom. New York: GT Interactive Software, 1995.
Warren, C. Working to ensure a secure and comprehensive peace in the Middle East. US Dept of State Dispatch
7:14, 1 Apr. 1996. FastDoc. OCLC. File #9606273898 (12 August 2014)
Referencing and Academic Integrity

The University views academic integrity as one of the foundations of academic development. A key part of this is
the acknowledgement of the work of others. You must always be sure that you credit ideas, data, information,
quotations and illustrations to their original author. Not to do so is plagiarism: the repetition or paraphrasing of
someone else’s work without proper acknowledgement.
The University expects students to conduct their studies with exemplary standards of academic honesty and will
penalise students who submit work, or parts of work, that have been:
• plagiarised;
• completed with others for individual assessment (collusion);
• previously submitted for assessment, including self-plagiarism;
• prepared by others;
• supplied to another for copying.

All students in the School of Archaeology and Ancient are required to undertake the online plagiarism tutorial
(http://www2.le.ac.uk/offices/ld/resources/study/plagiarism-tutorial) and you will need to complete and submit a
form located on ‘my student record’ to say that you have done this before you will be able to submit any assignments.
All student assignments are put through ‘Turnitin’ which is the plagiarism detection software used by the University.
This process is carried out by staff in the DL team once you have submitted your assignment.
Plagiarism and collusion

Plagiarism is used as a general term to describe taking and using another’s thoughts and writings as one’s own.
Examples of forms of plagiarism include:
• the verbatim (word for word) copying of another’s work without appropriate and correctly presented
acknowledgement;
• the close paraphrasing of another’s work by simply changing a few words or altering the order of
presentation, without appropriate and correctly presented acknowledgement;
• unacknowledged quotation of phrases from another’s work;
• the deliberate and detailed presentation of another’s concept as one’s own;
• reproduction of a student’s own work when it has been previously submitted and marked but is
presented as original material (self-plagiarism).
Any student who prepares or produces work with others and then submits it for assessment as if it were the
product of his/her individual efforts (collusion) will be penalised. Unless specifically instructed otherwise, all
work you submit for assessment should be your own and should not have been previously submitted for
assessment either at Leicester or elsewhere.
See also www.le.ac.uk/sas/assessments/plagiarism
Penalties
The University regards plagiarism and collusion as very serious offences and so they are subject to strict
penalties. The penalties that departments are authorised to apply are defined in the Regulations governing
student discipline (see www.le.ac.uk/senate-regulation11 , paragraphs 11.63 to 11.78).
Avoiding Plagiarism and Poor Academic Practice

Check the Learning Development website for guidance on how to avoid plagiarism
www2.le.ac.uk/offices/ld/resources/study/plagiarism-tutorial
If you are in any doubt about what constitutes good practice, ask your personal/academic tutors for advice or
make an appointment with Learning Development for individual advice. You can book an appointment online by
visiting: www.le.ac.uk/succeedinyourstudies
Use of Proof Readers

The University has a regulation (2012) requiring you to declare whether you have asked someone to proof-read
your work or have used a commercial proof-reading service.
For the detailed rules see:
http://www2.le.ac.uk/offices/sas2/assessments/proof-reading
The School of Archaeology & Ancient History considers that it is a good idea to ask a friend or relative to
proof-read your work, as they will almost certainly see things that you have missed. We would prefer you not to
use a commercial agency. Both practices, however, are allowed as long as the proof-reader does not
‘compromise the authorship of the work submitted’ by rewriting the text or improving the argument.

Writing Skills
The Student Learning Centre has a series of short, helpful leaflets on ‘Writing with Clarity’, covering such topics
as Sentence Structure, Using Paragraphs, Using the Semicolon and Colon, Using the Comma, and Using the
Apostrophe. They are highly recommended and you can access digital versions here:
http://www2.le.ac.uk/offices/ld/resources/writing along with a lot of other very useful guidance for essay
writing.
Poor spelling, grammar, and writing style make an argument harder to follow. Accurate punctuation is equally
important for clarity. Many pieces of work lose marks because people do not edit what they have written to
make sure it flows smoothly and logically. Buy yourself a pocket dictionary and use it regularly, especially if you
are unsure of the meaning of a word or its correct spelling—try the Oxford Quick Reference Spelling Dictionary
(ISBN 0-19-860168-9).
For simple, clear guidance about writing style and punctuation there are many small writing guides. A few
suggestions are listed below, but hunt around the University bookshop and online, you may find something that
fits your own writing and learning style better.
Collinson, D., Kirkup, G., Kyd, R., and Slocombe, L. 1992. Plain English (2nd edition). Buckingham and
Philadelphia: Open University Press.
Also recommended, particularly on how to structure a sentence and how to choose between different ways of
writing:
St George, F. and St George, A. 1996. Clear English. London: Bloomsbury.
For more advanced advice, use:
Burchfield, R. W. (ed.) 1996. Fowler’s Modern English Usage (3rd edition). Oxford: Oxford University Press.
Ritter, R. M. 2002. The Oxford Guide to Style. Oxford: Oxford University Press.
English Style
Write in sentences and paragraphs.
A sentence is basically a group of words that makes complete sense on its own. (If you are not sure you
know what makes a sentence, ask for advice.)
A paragraph is a group of sentences centred upon a single topic, point, or thought.
Only rarely should a paragraph consist of just one sentence, so do not make every sentence a separate
paragraph. Dividing your work into paragraphs helps make the structure of your argument clearer. Pay careful
attention to how, and where, you begin and end paragraphs.
Written work, particularly field and laboratory reports, can also be divided into sections with subheadings.
Avoid colloquialisms like can’t, don’t, didn’t ; always use the full forms cannot, do not, did not.
Split infinitives. Some students worry that tutors will penalize split infinitives. They should not. A split infinitive is
not inherently wrong—as the Oxford English Dictionary now recognizes—but may read badly in a particular case.
‘To carefully measure an artefact’ is indeed a split infinitive, but it can be left alone because it is not awkward to
read. ‘To expensively build walls out of limestone’ is awkward and so it should be changed. (‘To be carefully
measured’ is not a split infinitive— the ‘to’ and ‘be’ are not separated.) ‘To boldly go where no one has gone
before’ is the most famous split infinitive, and it is not bad English; it is a snappy way of expressing an idea. You
may wish to avoid using too many split infinitives, but there is no cast-iron rule. Each should be assessed on how
it reads and how it sounds when read out loud. For a sensible and entertaining discussion, see the entry in
Fowler’s Modern English Usage (see above, though any edition will do).
Note: in any formal context, like a C.V. or job application, it is better not to use colloquial–isms or split infinitives.
Some people are allergic to them (rightly or wrongly).

Names and technical terms

To learn how to spell unfamiliar names and technical terms in your subject area, get to know reference works in
your subject, such as:
Bagnall, R., Brodersen, K., Champion, C., Erskine, A., and Heubner, S., eds.. 2013. The Encyclopaedia of Ancient
History. Oxford: Wiley-Blackwell.
Cancik, H. et al. (eds). 2002. Brill's New Pauly. Encyclopaedia of the Ancient World (multiple volumes). Leiden:
Brill.
Darvill, T. 2002. The Concise Oxford Dictionary of Archaeology. Oxford: Oxford University Press.
Hazel, J. 2001. Who’s Who in the Roman World. London and New York: Routledge.
Hornblower, S., Spawforth, A., and Eidinow, E. eds. 2012. The Oxford Classical Dictionary (4th edition). Oxford
and New York: Oxford University Press.
Shipley, G., Vanderspoel, J., Mattingly, D., and Foxhall, L. eds 2006. The Cambridge Dictionary of Classical
Civilization. Cambridge: Cambridge University Press.
When in doubt, look it up! Using subject specific dictionaries, encyclopaedias, or glossaries is a useful aid to
learning and thinking, and will broaden your knowledge of the subject.
The standard English dictionary used by UK editors is:
Stevenson, A., and Waite, M. eds. 2011. The Concise Oxford English Dictionary (12th edition). Oxford: Oxford
University Press.
Spell-checkers
Most word-processing programs have a spellchecker, but it will not necessarily catch technical terms, or tell you
how to use words correctly, or spot the difference between confusable words (e.g. ‘principle’ and ‘principal’), or
spot errors which still make real words (e.g. from instead of form), or recognize names specific to your subject.
So you will still need to re-read your essay yourself.
Some spellcheckers are set-up for American English; change this to UK English.
The ‘auto-correct’ feature of certain word-processed programmes can also pose difficulties when dealing with
unfamiliar language. Microsoft Word has been known to auto-correct ‘Virgil’s Aeneid’ as ‘Virgil’s Adenoid’, which
has quite different implications. Take care.
Punctuation
Good punctuation is no proof of intellect; but poor punctuation, like poor spelling, makes your work less easy to
read, less convincing, and less likely to earn the mark it deserves. Some common faults are illustrated here, with
incorrect forms marked and correct forms marked.
Misusing a comma (,) to join two sentences together

Either make two sentences with a full stop between, or use a stronger punctuation mark such as a semi-colon (;):
Alexander was a great general, this is the most important thing about him. INCORRECT
Alexander was a great general. This is the most important thing about him. CORRECT
Alexander was a great general; this is the most important thing about him. CORRECT

Splitting a sentence into two halves

This leaves one or both halves as non-sentences, e.g.:
The Roman world was a world of towns. Which were built to impress. INCORRECT
(The second part is not a complete sentence.)
The Roman world was a world of towns, which were built to impress. CORRECT
Another example:
Caesar was a great commander. Having been trained in war. INCORRECT
(‘Having’ is left stranded, the second part is not a complete sentence.)
Caesar was a great commander, having been trained in war. CORRECT
Misusing the apostrophe (’)

This means omitting them when they are needed, or using them when they are not. The apostrophe serves two
main functions, which should not be confused: (a) to indicate possession, and (b) to indicate omission of letters.
Examples of common misuse:
Possessive singular—needs apostrophe + s
Alexanders campaigns (INCORRECT)
Alexander’s campaigns (CORRECT)
Possessive plural—needs apostrophe after the s
Archaeologists views of the past (INCORRECT)
Archaeologists’ views of the past (CORRECT)
Do not use apostrophes simply to make words plural
The barbarian’s did not like the Roman’s (INCORRECT)
The barbarians did not like the Romans (CORRECT)
Do not use an apostrophe to indicate a decade
1990’s (INCORRECT)
1990s (CORRECT)
It’s and its

It’s = it is: ‘It’s a fine line between truth and fiction’ (i.e. the apostrophe marks an omission, as in I’ll, won’t,
shouldn’t, etc.; remember that normally you should not use such colloquialisms in your work).
Its is the possessive of it: ‘The world has its problems’.
An entertaining book on punctuation (and a best-seller) is:
Truss, L. 2003. Eats, Shoots and Leaves: The Zero Tolerance Approach to Punctuation. London: Profile.
Gendered Language
In the 1970s Peter Ucko entitled a volume Man, Settlement, and Urbanism. Would you do so now? Such terms
imply gender-bias, even when used in a generic way.
We are often been asked by students how to avoid sexist language, such as the use of ‘he’ or ‘man’ when you
really mean both halves of the human race without distinction. Simple steps can be taken to make language
gender-neutral.

Many people use the phrase ‘he or she’ (perhaps alternating with ‘she or he’), though it can be cumbersome.
Some people use ‘s/he’. Others think this inelegant, but it certainly makes the point!
Another solution is to use the gender-neutral plurals ‘they’, ‘their’, ‘them’ as singular pronouns. Although
somewhat colloquial, this is a well-established idiom found in authors such as Shakespeare, George Eliot, and
George Bernard Shaw. We sometimes use it in this Handbook—e.g. ‘you have a personal tutor and should see
them regularly’. In a formal context, however, such as a dissertation or job application, it is better to use ‘he or
she’, ‘him or her’ (and, if you like, ‘she or he’ and ‘her or him’, to be even-handed).
States and countries should not be made female (or male!). They are not persons; they do not they act
historically like persons. Either use ‘it’ or refer to the group instead as ‘they’, ‘their’, etc. Acceptable examples
are:
Rome and its empire
The Romans and their empire
Sparta and its territory
The Spartans and their territory
See further:
Miller, C. and Swift, K. 1995. The Handbook of Non-sexist Writing for Writers, Editors and Speakers (3rd edition).
London: Women’s Press.
If you cannot find a clear or comfortable way of writing a sentence without it being gendered then you almost
certainly need to completely re-think what you are saying.
House Style
Every journal or publisher has a particular house style they expect you to follow when submitting manuscripts
for publication. The School is no different and we have our own house style that we expect you to follow when
submitting written work for assessment.
Text layout
• Mark paragraph breaks clearly, either by indenting (tabbing) the first line of the paragraph or by leaving
a blank line between paragraphs (not both)
• Use 1½ line spacing. This allows the marker to add comments and corrections easily
• In this department, do not use footnotes, either for references or for discussion of points
• References (citations) should be in the text. If a point is worth discussing, it deserves to be in the main
text. Endnotes only make the reader’s life very difficult, having to turn to the end of the essay all the
time
Page layout
• Leave margins of at least 1 inch (25 mm) all round. Better still, leave at least one wide margin (left or
right), say 1½ inches (38 mm), where your tutor can write comments
• Number the pages. If using Word, you will need to add page numbers to the headers (or add them to
your Normal template), as they are not included automatically
Fonts
• Use 12 pt font
• Not too fancy! Avoid handwriting fonts, comic-book fonts, or florid alphabets meant for prominent
headings

• Stick to fonts that are easy to read, display well on screen and on paper, and are well proportioned.
Acceptable sans serif fonts include Calibri, Segoe UI, Tahoma, Trebuchet MS (see also the last bullet
below), and Arial. Acceptable serif fonts include Cambria (the default serif font in Windows), Gentium
and Orthos (both good for ancient Greek), Palatino, Georgia, and Times New Roman.
• If you have a reading difficulty such as dyslexia, Trebuchet is recommended (e.g. by Garfield 2010: 27).
See, Garfield, S. 2010. Just My Type: A Book about Fonts. London: Profile.
Typography
• If you use headings for sections of your work, make sure they have white space above them. It is easiest
to use the built-in styles in Word: ‘Heading 1’, ‘Heading 2’, and so on.
• Do not use underlining (except on URLs); it is not standard practice. Instead use italics for book and
journal titles in the Bibliography; also for foreign words.
• Use bold type sparingly, such as for headings.
• Do not use bold or italic to emphasize words; rework the sentence until your meaning is clear.
Ethical Approval of Student Projects

Any research undertaken by students of the School of Archaeology and Ancient history, whether at
undergraduate or postgraduate level, that involves the collection of data from human participants, must adhere
to the University of Leicester’s Research Ethics Code of Practice, December 2006. The School has a website that
outlines the University policy and provides advice and instructions for student researchers,
http://www2.le.ac.uk/departments/archaeology/research/ethics. For any queries about research that involves
or may involve human subjects, contact our current Department Ethics Officer, Dr Terry Hopkinson
th46@le.ac.uk.
Feedback from Students

Student Feedback Questionnaires
There are two main ways of providing feedback to the School about the quality of your courses or any issues
relating to teaching and assessment. Firstly, you may always contact the module coordinator to raise any
immediate issues and seek clarification on any aspect of your course. Secondly, you will be provided with
module feedback forms at the conclusion of your module. These are anonymous unless you wish to add your
name. The information from these forms is treated seriously by the School and data is fed back to the module
coordinator and then to Academic Committee and Staff Student Committee. These committees review issues
raised and suggest a course of action to review or revise course content, if that is thought necessary, or to
further develop novel modes of teaching that have been appreciated by students. We also welcome more
informal feedback and suggestions.
Student Staff Committees

The SSC exists so that students have an official body that can present to staff, formally or informally, any matters
of concern about courses, syllabuses, marking, availability of books, etc. Items discussed are passed on to all staff,
helping us evaluate our work and practice. Minutes are posted on the SSC noticeboard in the Archaeology
& Ancient History Building, and on the School webpages.
Student members represent each undergraduate year and course, as well as MA and Ph.D. students, campus-
based as well as distance learning. At the start of each new intake e-mail circulars will be sent out telling
students who their representative is, and their name and contact details are also posted on BlackBoard. At the
start of each new academic year (ie in the October intake) an email will be circulated inviting students to stand
for selection. If there are more candidates than places, the Students’ Union will organize elections and notify you
by e-mail.

Meetings take place two or three times a term, usually at lunchtime on a Wednesday. Procedures are informal,
but there is a set agenda. Notice of items for discussion may be given to the secretary to the committee or to
your year representative.
Matters discussed at SSC meetings are raised at the next School Meeting by the student chair of SSC and may
also be raised at Academic Committee by the Chair of SSC and student representatives that sit on AC.
Participation as an SSC Course Representative is an excellent way of enhancing your C.V.
Minutes of each meeting are published on the Student notice board and also on the School website,
https://www2.le.ac.uk/departments/archaeology/students/committee
Complaints and Academic Appeals Procedures

The University has robust systems in place governing the quality and standards of its degree programmes and
your experience as a student here. We are confident that, like the vast majority of students here, you will enjoy
and be satisfied with your course. In most instances your department will be able to resolve any issues that do
occur but we recognise that this will not always be possible. For this reason, the University has official
procedures that allow eligible cases to be formally reviewed.
Information about these procedures, including the relevant forms, can be found on the Student and Academic
Services website: see www2.le.ac.uk/offices/sas2/regulations/appeals-complaints. These pages should be read
in conjunction with the University’s Regulations governing student appeals (www.le.ac.uk/senate-regulation10)
and Regulations governing student complaints (www.le.ac.uk/senate-regulation12).

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Student Feedback Questionnaires .......................................................................................................................34

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Staff List and Key Contacts

Member of Staff Contact details

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Student Communications and Personal Details

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• illness or other circumstances impacting upon studies

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Neglect of Academic Obligations

Notification of Ill Health and Other Mitigating Circumstances

Personal Support for Students

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University Student Support Arrangements

Student Welfare Centre

Counselling and Well-being Service

Student Counselling Support

Student Mental Wellbeing Support

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Careers and Employability

0116 252 2004 | careershelp@le.ac.uk |www.le.ac.uk/careers

Personal Development Planning

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

What do I do if my coursework is late?

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Marking and Assessment Practices

Feedback and the Return of Work from Staff

Provisional status of level 2 and 3 marks

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

What work is moderated?

Progression and Classification of Awards

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

The School’s Marking Scheme

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Deadlines for Submission

Penalties for Late Submission

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Where the deadline is a Wednesday the penalties are calculated as follows:

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Essay Writing Skills

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

How the question is framed

The nature of the evidence

How other scholars have written about the issues

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Your own views on the subject

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Figures and Tables

Referring to (‘citing’) other people’s work

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

The author–date (or ‘Harvard’) system

Some example formats for your bibliography/reference list are:

Authors/date of article publication/title of article/title of the journal in italics/volume number of the

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER

Chapter from a book

SCHOOL OF ARCHAEOLOGY AND ANCIENT HISTORY UNIVERSITY OF LEICESTER