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For many of you this will be your first experience at writing at M level (or level 7 in the framework for HE). If you have not then please read the difference between level 6 and level 7 pages. You are expected to write at level 7 for the two foundation in professional studies essays (FiPS I and FiPS II) and for the second subject specific Essay (Method II).

The academic work you undertake as part of the course, alongside the more practical work in school, helps to develop a firm foundation for your work as a reflective practitioner and puts you in touch with the wide background of educational ideas, theories and research as well as how to stay in touch with research in both the wider field of education and the specialised fields of education in your own subject(s). This is what makes the PGCE such a valuable entry route into teaching as it balances the wisdom of the ages with the experiences of the present.

A) It's all slightly artificial

Writing at Master's level is a specialised activity or genre. It is "artificial" in the sense that it is adapted to a very specialised purpose, like legal drafting or even poetry. The style exists only in essays and in journals and few great works of literature would score highly using M level criteria. However the style helps to clarify the thought process of linking theory, evidence and observed practice at a highly literate level.

B) It is literate

Writing fluently, correctly and accurately is not sufficient to gain an award at M level but the ability so to do is an essential part. So an essay that is literate has:

• No spelling mistakes (if there is a wriggly red line there is a reason!);
• No (or very few) grammatical solecisms. No sentences without verbs (like this one);
• Well punctuated - so that the punctuation aids sense making and fluency of reading;
• No misused words or malapropisms;
• Clarity and fluency - there is no premium in calling a spade an item of personalised earth transportation apparatus.

If the essay does not adhere to the above then it becomes difficult to look past the expression to the content. The marker should not have to shift a lot of rock to find the gold!

C) It addresses the outcomes

Writing at M level does not slavishly follow the structure of the outcomes, or seek to answer them point-by-point but it should ensure that it covers the areas specified. So if the outcome is "understands the safety issues when taking school trips" the marker is not looking for a descriptive list, but for a demonstration that the writer has a grasp of the breadth and scope of the issues concerned.

"Learning outside the classroom has obvious cognitive and social benefits for students but the planning and execution of such trips needs to ensure that children are safe, secure and that risks have been assessed and minimised ..."

This shows that you understand and are using the outcome as part of the writing in your task; masters level writing should be analytical and evaluative as well as descriptive.

D) It has evidence

Whilst it is possible to over-evidence and to feel that you can never begin to write as there is always more to read (which there always is and always will be), there needs to be evidence for assertions. This evidence should be from references from literature, from your own experience or your own arguments but it should be cited in such a way that the marker could refer to this as appropriate. (For more see the section on referencing).

Theory should be used as part of the development of your argument not "scattered" in the essay apparently randomly at a later date, inserted in an unconnected way between paaragraphs of your own writing and should not be quoted uncritically.

There is no 'magic number' but in an essay of 5,000 words it would be reasonable to include 10-20 sources and these could be books, journals, websites or other sources. (See the section on journals). Sources should in the main be credible though non-academic (e.g newspaper/magazines used carefully and sparingly) can add to an essay.

E) It should be critical

Critical is not criticism. Critical is taking an idea and examining the evidence for and against the argument. The work that you are building upon advances thought peer review and public examination (not the sitting at desks in June sort) where arguments are subject to the scrutiny of the 'body public' within the discipline. We need to be sure that we are talking about concepts and ideas that we are clearly defining and understand in the same way. So fractions are not the same for a mathematician and a politician, or learning necessarily the same for the psychologist and the educationalist.

But this is not just a matter of careful use of terminology; you should be exploring the precepts and the limitations of arguments, the evidence base of suppositions or statements and acknowledging the complexities and limitations of research, argument, policy and scholarship.

"Bloggs (2010) explores how three schools in Swinesville tackled poor behaviour among boys. This is an interesting study and raises some questions about classroom management but care must be taken not to generalise from this limited study from one town"

So you should be 'digging behind' the implicit ideas and the 'taken for granted' statements such as "praise always leads to improved effort" or "children from poor backgrounds will struggle more at school". Whilst in many fields a question has an answer, in academic discourse a question poses other questions (and, perhaps, an answer).

F) It pursues an argument

This is not being 'for' or 'against' but an exploration of the various facets that make up a question. This may be the implications of a particular idea (e.g. a new type of school structure) or exploring the application of an existing idea in a new framework (e.g. the use of technology in feedback for large groups of students).

It is often easy to amass a great deal of evidence to support your own ideas and arguments but at M level work you also need to explore the counter ideas to test the argument to take account of counter-arguments and alternative positions, discussing either why they are not applicable in this case, or why you find them inadequate, inappropriate or morally reprehensible.

G) It does not try to say everything

A piece of work should be carefully structured so that it majors on key points and ideas and whilst it should acknowledge that there are wider arguments and other areas of evidence it does not have to try and say everything about everything (that's what the internet is for!). It is rare that an essay tries cover too little (except if significantly under length); it is more common that writers try to get a Ph.D's worth of ideas in a 5,000 word essay.

H) It talks to me and says something about you

The best work a M level is interesting, engaging and a little personal or controversial. The marker does not want to read a synopsis of the reading list and their own lectures (They know they were good - they wrote them!). So, try to get an angle on the materials, argue a point, disagree with something (using evidence of course), bring in your experience from your school / institution, quote the children, teachers (anonymously) and others as well as the theorists. If the marker is excited, interested and engaged with your work then it will get better marks - and be a good piece of writing.

Adapted from http://www.doceo.co.uk/academic/m_writing.htm