Second Readers Guidelines

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Notes to tutors



Maximum 500 words, feedback on the draft thesis. Deadline 01-4-2022. Please send your feedback and CC the writing tutor.

Why second readers?

  • To offer a second pair of eyes on the thesis (in addition to the writing tutor) at an advanced draft stage.
  • To give due warning if the thesis is unlikely to meet the standards for the master program (see assessment criteria below)
  • To give time for the writer to make changes ahead of the final deadline.
  • To provide diligence. To make sure all students receive appropriate attention.

Note: It is very important that second readers do not duplicate the work of the writing tutors.

Therefore, please do not offer tutorials specifically about the thesis, but rather try to make your written feedback as concise as possible.

Please formulate in positive terms, what, in your opinion, needs to be done for the text to meet the criteria for a pass. /to improve the text.

In your 500-word (max) response please try to address these questions:

  • Is the central question clear?
  • Is there a clear development of an argument?
  • If not, what measures, in your view, can be taken to make the text clearer?

Note: When we make the final grading in trim six, the thesis and the final project are graded together (see criteria in handbook).

To help you make an assessment of the (draft) thesis specifically, here are the outcome criteria for essays that the students are encouraged to follow:

  • Intelligibly express your ideas, thoughts and reflections in written English 
  • Articulate in writing a clear direction of your graduate project by being able to identify complex and coherent questions, concepts and appropriate forms 
  • Clearly structure and analyse an argument 
  • Use relevant source material and references 
  • Research texts and practices and reflect upon them analytically 
  • Synthesize different forms of knowledge in a coherent, imaginative and distinctive manner 
  • Position ones own views within a broader context 
  • Recognize and perform the appropriate mode of address within a given context 
  • Engage in active dialogue about your written work with others