Includes elements of Category II plus some of the following: Wide reading (within reason), including sources you found yourself. Excellent coverage of the main issues. Ability to link together different areas of knowledge and make them relevant to this topic, perhaps in an original way. Ability to evaluate research, i.e., say what’s good or bad about design and method of particular studies - in your own way, not just echoing others’ opinions. Suggestions for further research, with justification. Ability to present your own independent thoughts and arguments, and back them up with evidence.
Good plan or structure; helpful introduction, sequence of points made in a sensible order and linked together, clear conclusions. Tries to answer the question or address the issue given in the title. Shows understanding of the concepts and theories that are discussed. Sets out key issues, and alternative points of view where they exist. Presents evidence for and against the points that are discussed. Evidence is based on data from various sources, especially journal articles of evolutionary ecology research studies. No major inaccuracies, confusions or misunderstandings. Written in your own words - not closely modeled on written sources or lecture notes. Clear style of writing, using technical language only where it is helpful or necessary; not long-winded.
Has features of the Category II essay but is weaker in some areas, e.g.: Based on more limited or lower-level reading, or only on lectures. Only partly answers the question in the title, or misses out important aspects of the topic. Some difficulty in understanding or clearly presenting concepts or theories. Draws conclusions without providing enough evidence or a clear argument. Inaccurate or inadequate accounts of research evidence. Poor quality referencing.
Based on little or no appropriate reading, or too low-level material. Answers the question only very partially, or extremely briefly. Points are one-sided. Serious misunderstandings or confusions and/or lack of knowledge of the concepts. Little or no knowledge of evolutionary ecology research hypotheses, methods or results. Poor writing skills.
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