Policy on English Language expectations including the marking of spelling, punctuation and grammar in coursework and examinations

Guidance for undergraduate and postgraduate taught students about the University's expectations on the use of English language within their studies and assessments.

Principles

The University expects all students to be able to communicate their ideas and demonstrate their knowledge effectively in written and spoken English. This includes:

  • Levels of English language literacy that are appropriate to the relevant discipline, including the correct use of spelling, punctuation and grammar.
  • The ability to explain and defend work in spoken English if required regardless of the format of the original assessment.
  • The ability to engage with University procedures using written and spoken English, including those used to establish that assessed work has been produced with academic integrity.

Students Experiencing Barriers with Written or Spoken English

Reasonable Adjustments to the assessment process will be made for disabled and neurodiverse students who are registered with Student Well-being and Inclusivity (SWAI) where there is impact on the expression of ideas in writing or their spoken English. This will be done in line with the University’s principles on reasonable adjustments with the aim of supporting students to reach their full potential.

Students having difficulty with the University’s English language expectations are strongly encouraged to seek support. In the first instance, they should:

  • Contact the Academic Language Support Service (ALSS) if English is not their first language and/or they do not think a disability or neurodiversity may underlie the issue.
  • Contact the Student Well-being and Inclusivity Service (SWAI) if they think a disability or neurodiversity is impacting their spoken or written language.

The aim is to provide prompt and effective support and students will be referred to the right service if needed once they have made contact.

Marking of Written Assessments

Standard marking practice will not include deduction of marks for the incorrect use of spelling, punctuation and grammar unless specifically included as a module Intended Learning Outcome. However:

  • Where a marker is unable to decipher the meaning of work submitted for assessment due to incorrect spelling, punctuation and grammar, marks cannot be allocated for that element of the work.
  • Where marking criteria explicitly include demonstration of written presentation skills (including spelling, punctuation and/or grammar), this will be clearly written in module Intended Learning Outcomes. Where the student has not met the marking criteria, marks cannot be allocated.

Marking of Verbal Assessments

  • Students will be expected to undertake verbal assessments in English without digital translation tools or other aids (unless confirmed as a reasonable adjustment).
  • Marks will be allocated in accordance with published marking criteria which may include the demonstration of verbal communication skills in English.
  • Markers should be sensitive to students’ cultural background and students should be given reasonable opportunity to clarify what they are saying if this is not immediately clear.

Version 3 for ESEC, 14 September 2026