Assignment Brief 2 Template 24/25 Police and Society

Topic Detail
Academic year / semester Semester 2 2024/25
Module code and title Police and Society
Module Leader
Assignment name Coursework 2
Assignment type Coursework
Assignment weighting and size 50% 2000 words plus 10%
Assessment unpacking video location In canvas in ‘modules’ under assessment guidance.
‘What’s my assignment?’ unpacking Teaching weeks 1 and 12
date (if applicable)
Formative submission date (if Not applicable
applicable)
Formative submission method (if N/A
applicable)
Formative feedback date (if applicable) N/A
Summative (i.e., final) submission date See canvas portal for hand in date
Summative submission method Online in canvas portal
Assignment requirements Essay/coursework question 2 –

Answer One Question

2000-word limit +10%

1. Using empirical evidence from more than one

country, discuss what
Community/Reassurance Policing is and
critically evaluate the success of this policing
model.

2. Using academic literature-based examples

critically assess whether Zero Tolerance
Policing is both a statistically and socially
successful style of policing.

3. To what extent have police forces in the USA

become paramilitary in their equipment,
ethos, training and tactics and discuss the
dangers of doing and not doing policing this
way?

4. Describe the extent and areas into which the

private policing industry has expanded and
critically assess what the
advantages/disadvantages of policing for
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profit are.

Resit Arrangements: If you need to re-sit an

assessment you should use the original question and
use feedback provided to improve the work.
Learning outcomes
This assessment is testing Tick if
Module Learning outcomes tested
here
LO1 Demonstrate an understanding √
of the origins and principles of
policing in Britain.
LO2 Explore critical issues relating to √
contemporary policing
LO3 Analyse sociological concepts √
relating to policing
Assessment criteria See Rubric below.
(see rubric below for performance
criteria)
Characteristics of a good submission Use academic sources especially from canvas. Draw on
this for fully detailed content and do the reading there
are no shortcuts.
Include plenty of critical analysis (see rubric below) this
will ensure a higher mark.
Reference all claims made.
Reference quotations properly with an author, year,
and page number.
Check through your work thoroughly.
Additional instructions All submissions must be uploaded via Canvas in Word
doc; paper and email submissions will NOT be
marked.
Bibliography/reference lists are NOT included in this
word limit.
Always keep a copy of your drafts and a file of working
documents. There may be circumstances – for
example, if there are questions relating to the
academic integrity of your work – where you may be
asked to submit the evidence of your work and meet
with your tutor to answer questions about your
submission. There may be circumstances where it is
difficult to arrive at a mark for your work. If this is the
case, you may be asked to submit your file and possibly
meet with your tutor to answer questions on your
submission.
When you submit your work, you will be confirming
that:
 The submission is your own work.
 Any material you have used has been
acknowledged and appropriately
Topic Detail
referenced.
 You have not allowed another student
to have access to your work.
 The work has not been submitted
previously.
The following information is important when:
 Preparing for your assessment: Please
ensure that you keep up to date with all reading
as this will make the assessment tasks easier
and that you take notes in lectures for
guidance. Read from as wide a range of
sources as possible to ensure a full
understanding of the topic do not rely on
internet sources alone as they are often too
brief. Ensure you attend seminars to reinforce
your understanding and as an opportunity to
ask questions on anything you do not
understand. Lecturing staff do not provide one
to one tutorials for issues covered in seminars
as a rule. Ensure you have a plan of the points
to be made and the structured order they will be
made in so that nothing is missed out and the
argument follows a logical sequence.
 Checking your work before you submit it:
Please ensure you read through your
assessment before submission checking for
spelling and grammatical errors otherwise your
arguments may appear unclear. Additionally,
check that your answers have clarity and
relevance to the question asked otherwise
marks cannot be given for discussion of
irrelevant issues. Stay focused on the task.
 Interpreting feedback on your work after
marking: Please ensure you review your
feedback and read it in a thoughtful manner.
Try to understand and use it as a tool for self-
improvement in future work. With any
outstanding concerns please arrange/contact
the individual member of staff who marked it to
talk to them.
 Assessments are subject to a word limit to
ensure consistency of approach across the
module. You should try and meet the word limit
indicated (excluding bibliography and
appendices).
 Care is taken to ensure that work has been
marked correctly. Checks are conducted by a
second and third lecturer and an independent
expert lecturer from outside the University on
batches of work.
 You will receive detailed feedback explaining
Topic Detail
how your mark has been arrived at and how
your work could have been improved upon.
 Always use the Harvard style referencing
system. The University’s Learning Information
Services have produced a series of guides
covering a range of topics to support your
studies and develop your academic skills
including a guide to Harvard referencing

Avoid academic misconduct!

Warning: Collusion, plagiarism and cheating are
very serious offences that can result in a student
being expelled from the University. The University
has a policy of actively identifying students who
engage in academic misconduct of this nature and
routinely applying detection techniques including
the use of sophisticated software packages.
 Avoid Collusion. To avoid collusion always
work on your own when completing individual
assessments. Do not let fellow students have
access to your work at any stage and do not be
tempted to access the work of others. Refer to
your module tutor if you do not understand or
you need further guidance.
 Avoid Plagiarism. You must use available and
relevant literature to demonstrate your
knowledge of a subject, however, to avoid
plagiarism you must take great care to
acknowledge it properly. Plagiarism is the act of
stealing someone else's work and passing it off
as your own. This includes incorporating either
unattributed direct quotation(s) or substantial
paraphrasing from the work of another/others.
For this reason, it is important that you cite all
the sources whose work you have drawn on
and reference them fully in accordance with the
Harvard referencing standard. (This includes
citing any work that you may have submitted
yourself previously). Extensive direct
quotations in assessed work are ill advised
because it represents a poor writing style, and it
could lead to omission errors and a plagiarism
offence could be committed accidentally.
 Avoid the temptation to “commission” work
or to cheat in other ways. There are
temptations on the internet for you to take
“short cuts”. Do not be tempted to either
commission work to be completed on your
behalf or search for completed past academic
work or use Open AI.

Professional Body requirements N/A

University regulations
Support
Topic Detail
Date by which feedback will be provided 4 weeks after submission feedback on canvas.
Feedback format As above
Resit details See ‘assignment requirements’ above

Assessment Rubric
Assessment 70-79% 60-69% Very 50-59% Good 40-49% 30-39% 0-29% Poor
Excellent good Sufficient Insufficient Fail
criteria
80-89% Pass Fail
Outstanding
90-100%
Exceptional

Author’s Full and The submission Main issues Sufficient Few learning Very few
Demonstrate highly addresses most addressed attempt outcomes and learning
d Knowledge detailed detailed aspects and a good made to / or outcomes
and response, at of the question attempt to address assessment and / or
Understandin this level, to at this level. answer question/ criteria met. assessment
g/ Content the Content relevant question. issues with Question not criteria met.
comprehensio assignment and accurate. Most content some content answered Question
n and brief with all Very good relevant and relevant to fully. Content answered
relevance content knowledge and applied. Good assignment lacking in insufficiently.
(identification relevant and understanding of knowledge topic. relevance; Content
, focused to an relevant and Demonstrate materials and lacking in
understandin excellent- perspectives/ understandin s a general ideas. Shows relevance;
g, and exceptional theories/debates g of relevant understandin only partial materials and
discussion of level. / issues. perspectives/ g of topic understandin ideas do not
key relevant Excellent Demonstrates theories/deba relevant g of relevant show any
topics and demonstratio evidence/appreci tes/ issues. perspectives/ perspectives/ understandin
issues). n of linked ation of reading Good theories/deb theories/deba g of relevant
understandin beyond the core evidence of ates/ issues. tes/ issues perspectives/
g and texts. engagement Material Wholly theories/deb
application of with core engages with descriptive. ates/ issues.
relevant texts. relevant No attempt at Wholly
perspectives/ module analysis or descriptive.
theories/deba materials, but evaluation. No attempt
 tes/ issues largely Little or no at analysis or
demonstratin repeats linkage of evaluation.
g some taught input ideas. Little No linkage of
synthesis of and very little evidence of ideas. No
ideas/ development engagement evidence of
independent or with relevant engagement
thinking, and interpretatio material. with many of
study. n. Little the module
Evidence of evidence of materials.
wide reading wide Little attempt
around the engagement to engage
topic. with core with the
texts. assignment
brief.

Intellectual Clear and very Ability to Limited Largely Very Very

skills/Critical well- compare and critical descriptive repetitive of repetitive of
analysis and structured contrast issues, appraisal and very little to taught input. taught input.
application with very high ideas, and to linkage of key no critical No No
level of apply and elements analysis and development development
analysis for analyse more demonstrated application of or application or application
this level. complex ideas. . More theory. of critical of critical
Excellent- description appraisal to evaluation to
Very good, clear, Tends to be
exceptional than analysis issues. Where issues. No
evidenced, descriptive or
clear, is evident. analysis recognition of
balanced repetitive,
evidenced, Limited/uncle appears, it is the
evaluation and some
balanced ar evidenced reliant on complexity of
judgment of the assertions
evaluation evaluation extensive the subject.
worth of the made but not
and judgment and quotations. Lacks critical
arguments supported by
of the worth judgement of Lacks critical analysis.
covered. appropriate
of the the analysis and
Application of evidence.
arguments arguments thinking.
analysis through Materials not
covered. covered.
the explanation used
Application of Limited
of the effectively to
analysis evidence of
argument/s and support
through the academically
provides some of work.
explanation sourced
the sourced
of the counterargum
counterargumen
argument/s ents of
ts showing
and provides limitations
understanding of
an array of and benefits
relevant
sourced etc.
limitations,
counterargum
benefits,
ents showing
problems, and
understandin
challenges. All
g of relevant
parts clearly
limitations,
linked and
benefits,
contributing to
problems,
the argument
and
and academically
challenges.
supported
Provides
throughout.
some
recognition of
the
 comparative
weight
(division of
academic
opinion) of
these
perspectives
in the
relevant
literature.

Scholarly Referencing is Referencing is Referencing is Some Inaccurate Few or no

Practices/ complete and largely complete correct but attempt at referencing references
Referencing accurate and accurate with some referencing including evident, and
(academic throughout throughout with errors and source frequent where
honesty) both the text few errors. could be material errors and present are
and more using limited/inacc too often
bibliography consistently references urate inaccurate.
or reference applied. but limited bibliography
list. amount/list or references
which needs list.
to be applied
more
consistently
and correctly.

Professional Excellent Very good Good Presentation, Poor Very poor

Skills/Present presentation presentation, presentation, layout, and structure or structure or
ation and clearly laid layout, and layout, and structure are sequencing of sequencing of
clarity of out, well structure. Clear structure. sufficient. ideas. Poorly ideas. Very
academic structured. writing style with Writing style Writing style written/edite poorly
writing Clear writing limited errors in may need lacks fluency d with many written/edite
style with few spelling, further clarity and clarity errors in d with many
or no errors in punctuation, and may have with spelling, errors in
spelling, grammar and/or some repeated punctuation, spelling,
punctuation, syntax. Evidence repeated errors in grammar, and punctuation,
grammar, or of developing errors in spelling, syntax. Little grammar,
syntax. arguments and spelling, punctuation, evidence of and syntax.
Logical ideas in a logical punctuation, grammar, sufficient No evidence
progression progression. grammar, or and syntax. grasp of of sufficient
of argument syntax. learning grasp of
and outcomes. learning
sequencing of outcomes.
ideas.