The ideology of top-down dictitorial communism was paramount to anything else in the USSR, regardless of how much (or little) sense it made. As an example, they promoted Lysenkoism (and suffered from multiple crop failures) instead of using a careful examination of reality to reach reasoned conclusions on how to deal with agriculture. This included outlawing non-lysenkoism biologcal research and made people who promoted evolution by natural selection “enemies of the Soviet people”. (Swap in ID for Lysenkoism, and that’s basically what well funded literalist theists would like to see happen to the sciences in ‘western’ countries today.) The notorious ’5 year plans’ were also signs of them distincing themselves from reality and clinging to dogmatic state-promoted ideas.
Some assessment tasks ask for diagrams, tables, maps, and/or visual images which are either placed together in an appendix or placed at appropriate points in the essay. These are normally labelled, for instance as Fig. 1, Fig. 2, etc. Such visual material should be clearly captioned; the captions do not count towards the overall word count. Unless module handbooks or departmental guidance explicitly allow otherwise, appendices should not normally contain writing other than captions or writing that is integral to diagrams, etc.: in other words, an appendix is not the place to argue a point.
“More than once I’ve had discussions with persons who say things based on a misunderstanding. ‘Oh you Catholics worship images.’ No we don’t, ‘yes you do,’ no we don’t, ‘yes you do,’ no we don’t! The final retort to that is: I have a doctorate in Catholic theology that I have earned the hard way — by sitting in university classrooms for twelve years. I know what we believe! You get a doctorate in Catholic theology? What do you know about it? Nothing! You don’t know anything about it. You’re saying things that are born of misunderstanding or ignorance.”