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Every sample here was commissioned specifically to be published. No client’s work appears on this page, anonymised or otherwise — confidentiality does not have an exception for marketing.

The libraryHow to learn from one
What each sample shows
01The brief it answered — so you can judge whether the piece actually answers it, rather than admiring the prose.
02The marking criteria — the rubric it was written against, which is what a marker reads with.
03An extract, not the whole piece — enough to see the method; not enough to be submitted by anyone.
04The second reader’s note — including what was sent back before it passed.

The library.

6 extracts, each with the brief it answered and what the second reader sent back.

Subject
Level

6 samples shown

Law · Undergrad 3+2,500 words · extract

Remedies for breach: is expectation loss still the default measure?

Critically evaluate whether expectation loss remains the appropriate default measure of damages in commercial contract disputes, with reference to at least two Court of Appeal decisions.

"The orthodox position places expectation loss at the centre of contractual remedy, and the doctrinal reasoning for that is well settled. The difficulty is not the principle but its application where the expectation itself is speculative — and it is in that gap that the recent authorities are most instructive rather than most consistent…"
Marked against
  • Engages the word "evaluate" rather than describing the doctrine
  • Two or more Court of Appeal authorities used, not merely cited
  • OSCOLA footnotes with pinpoints throughout
Citation: OSCOLA · 14 sources
Returned once. The first draft described both authorities accurately but did not weigh them against each other — the question turns on that comparison, so paragraphs four and five were rewritten.
Nursing · Undergrad 1–21,200 words · extract

A reflective account of a medication error near miss, using Gibbs

Write a reflective account of a clinical incident using Gibbs’ reflective cycle, addressing your own accountability and the changes to your practice.

"Describing the incident is the easy stage, and it is where reflective accounts most often stop. What the cycle asks next is harder: not what I felt, but what my feeling reveals about the assumption I was working from when I read the chart…"
Marked against
  • All six stages of the cycle present and distinguishable
  • Analysis stage does real work rather than restating description
  • Professional standards referenced against the account
Citation: APA 7 · 9 sources
Passed first read. The reviewer flagged one point where the account risked identifying a real setting and it was generalised before delivery.
Statistics · Master's1,800 words · extract

Reporting a multiple regression without overclaiming

Analyse the supplied dataset using multiple regression and report your findings, including assumptions, diagnostics and limitations.

"The model explains a moderate share of variance, which is worth stating precisely rather than favourably. Two assumptions are met comfortably, one is met marginally, and the interpretation below is qualified accordingly — the marginal case is reported rather than smoothed…"
Marked against
  • Assumptions tested and reported, including the inconvenient ones
  • Effect sizes interpreted, not just significance
  • Limitations proportionate to the design
Citation: APA 7 · 11 sources
Returned once for the opposite of the usual reason: the first draft under-claimed and buried a genuine finding in hedging. The script and annotated output were delivered alongside the write-up.
Business · Master'sChapter · extract

Literature review chapter: employee retention in mid-size firms

Produce a literature review chapter identifying themes, gaps and the theoretical framework for a study of retention in firms of 50–250 employees.

"Three themes recur across the last decade of this literature, and one apparent theme dissolves on inspection — the studies grouped under it are measuring different constructs with the same label. Separating them is the first contribution this chapter makes…"
Marked against
  • Themes emerge from the sources rather than being imposed
  • A gap identified that the study could plausibly address
  • Framework justified against alternatives
Citation: Harvard · 38 sources
Passed first read. The reviewer asked for two additional sources published after the original search date, which the specialist added.
History · Undergrad 3+2,000 words · extract

How far did wartime rationing change British diet permanently?

Assess the extent to which wartime rationing produced lasting change in British dietary habits, using primary evidence where available.

"The question contains its own trap: rationing is easy to evidence and dietary habit is not, so the temptation is to answer the documented question instead of the asked one. The argument below therefore begins with what the sources can and cannot show…"
Marked against
  • "How far" answered with a defended position, not a survey
  • Primary evidence used and its limits acknowledged
  • Chronology serving the argument rather than replacing it
Citation: Chicago · 17 sources
Returned once. The first draft was chronological and read as narrative; restructured around the argument with the same evidence.
Engineering · DoctoralSection · extract

Methods section: fatigue testing protocol for welded joints

Write the methods section for a study of fatigue life in welded steel joints, sufficient for independent replication.

"Replicability is the only standard that matters in this section, which means stating the things that are tedious to state: the specific fixture tolerance, the ambient conditions, and the two decisions taken because equipment was unavailable rather than because they were optimal…"
Marked against
  • Sufficient detail for independent replication
  • Deviations from standard protocol stated with reasons
  • Equipment, tolerances and conditions specified
Citation: IEEE · 12 sources
Passed first read. The reviewer queried one tolerance figure, which the specialist corrected against the standard.

How to actually learn from a sample.

Four passes. Reading one end to end and admiring it is the least useful thing you can do with it.

Pass 1

Read the brief, then predict

before reading a word of the piece, write down what you think it must do to score well. Then check.

Pass 2

Read only the first sentence of each paragraph

if the argument is visible from those alone, the signposting works. That is a skill you can copy directly.

Pass 3

Find where it says something arguable

locate the sentences a marker could disagree with. Those are the analysis. Everything else is scaffolding.

Pass 4

Read the reviewer’s note last

it tells you which failure was close enough to happen — usually the one you were about to make.

What you may and may not do with these.

They are published to be read and learned from. What they are not is something to hand in.

The plagiarism policy
Read them, take notes, copy the structural moves, and use them to see what the rubric words mean in practice.
Quote from them if genuinely useful, with a citation, as you would any published source.
Show them to a tutor and ask whether that is the standard your module expects.
Submit any part of them as your own work. They are indexed and public — this is the least safe text on the internet to reuse.
Paraphrase an extract sentence by sentence and treat that as your own writing. That is patch-writing, and it is what detectors are best at catching.

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