Rubrics for assessing academic language and literacies

The language and academic literacies rubrics are designed to assist RMIT teaching staff to give
practical advice to students on their language and academic skills. Teachers can use the language
and literacies rubrics to provide targeted feedback to students. This feedback aims to support
students in the development of their academic writing.

Why use the language and academic literacies rubric?

The rubric is based on the premise that academic literacies are best developed within contexts that
are meaningful and relevant to students. Given that assessment is a key focus for students, the
purpose of the rubric is to assist lecturers to support students to understand what is expected of them
in their assessments. The rubric is based on the following academic writing ‘inverted triangle mode’
which demonstrates that there is hierarchy of academic literacies in assignment tasks.

The academic writing hierarchy triangle

Higher order skills:

can be supported
by the lecturer
using the rubric,
models, examples
and practice
activities
e.g. Learning Lab

Lower order skills:

mainly a student responsibility,
with general feedback from the
lecturer

Adapted from UniSA Learning Connection: a guide for staff

The academic writing triangle shows the importance of the higher order skills of understanding and
addressing the purpose (i.e. the assignment question), using an acceptable structure, and integrating
evidence from appropriate sources. Explicit feedback using the rubric can give students specific
advice on their academic writing skills. As feedback is highly valued by students it is anticipated that
use of the rubric could support positive GTS scores.

How to use the rubric to support your teaching

The writing skills rubric can be adapted to any assignment and is intended to be used as a template
only. In tutorials or lectures:
- Show students the academic writing triangle and explain the relative importance of each of the
academic writing skills areas.
- Show the rubric, how you have contextualised it to your assignment and explain the criteria. Most
of your criteria will fit into the first section (Purpose) of the rubric. You may want to add other
criteria categories here.
- Highlight to students the resources from the Learning Lab that have models of specific skills (far
right column). For example, if you are not sure how to structure an essay look at the essay
structure tutorial on the Learning Lab.

RMIT Study and Learning Centre 2 December 2012

 Rubrics for assessing academic language and literacies

Academic writing skills rubric – generic

Task response Task questions Good response  Links

Purpose Has the student understood the task and Appropriate, relevant Planning an assignment
Understanding and covered the key points? / Does the response Key points covered
addressing the task adequately address the topic and task?
Structure Is there a clear structure to the response? Clear argument Essay structure
 argument Introduction, Easy to follow Quicktip
 introduction body and conclusion? Context , topic and main ideas Essay structure
 conclusion Do the paragraphs contain one main idea that Summing up Tutorial
 +paragraphs is explored using relevant evidence? Paragraphs - 1 main idea (topic
sentence)
Linked to overall idea

Research Is there evidence of research? Information paraphrased and Paraphrasing

Integrating evidence - Is it properly referenced? synthesised in own words; quotes Paraphrasing tutorial
Paraphrasing/ synthesising Are source materials properly integrated and used sparingly Integrating references
Referencing, citing referenced in-text? Information is correctly referenced Referencing -
– in both in-text and in reference
list

Sentences Is there a range of vocabulary? Are sentences Range of sentences Sentence construction
Grammar grammatically correct? Are sentences accurate Few errors
Vocabulary and complete? Good use of appropriate words
Spelling Has a spell check been used? Correct spelling Spelling
Is spelling accurate?

Feedback Writing communicates meaning Editing writing

clearly and achieves purpose of
the task

RMIT Study and Learning Centre 3 December 2012

 Rubrics for assessing academic language and literacies
Essay writing rubric

Task response Good response  Satisfactory response  Unsatisfactory response  Links

Purpose Appropriate, relevant Understands the task and the Not demonstrated an understanding Planning and
Understanding and Key points covered information but not all key points of the topic assignment
addressing the are included or fully developed Information often inaccurate or
task irrelevant
Structure Easy to follow Not always easy to follow Difficult to follow Essay structure
- argument - Clear argument - Evidence of an overall - argument attempted but Quicktip
- introduction - Context, topic and main argument, - does not fully address the Essay structure
- conclusion ideas - does not address the three context, topic and main ideas Tutorial
- paragraphs - Summing up main areas adequately - no clear conclusion
- One main idea (in a topic - Conclusion attempted but - lacks a main idea
sentence); linked to does not appropriately sum up
overall idea the argument presented; main
idea not always clear
Research Paraphrases and synthesises Some ability to express ideas in Relies heavily on words and Paraphrasing
Integrating information in own words; own words passages copied from texts Paraphrasing
evidence Quotes used sparingly Aware of required system and how Referencing requirements not tutorial
Paraphrasing/ Information is correctly it should be used followed Integrating
synthesising referenced –in-text and in references
Referencing reference list Referencing -
citing
Sentences Range of sentences Some errors but do not interfere Errors are frequent, making Sentence
Grammar Few errors with meaning understanding difficult construction
Vocabulary Good use of appropriate Vocabulary adequate for the task Limited vocabulary, words often Spelling
Spelling words occasional errors. Some difficulty incorrect or incorrectly used
Correct with subject-specific words, terms Numerous errors, spell check not
Generally correct, some errors used
Feedback Writing communicates Writing generally communicates Logic and meaning not clear
meaning clearly and achieves effectively but logic and meaning
purpose of the task not always clear

RMIT Study and Learning Centre 4 December 2012

 Rubrics for assessing academic language and literacies
Report rubric

Task response Good response  Satisfactory response  Unsatisfactory response  Links

Purpose Appropriate, relevant Understands the task and the Not demonstrated Learning Lab
Understanding and Key points covered information but not all key points understanding of the topic reports
addressing the task are included or fully developed Information often inaccurate Sample report
or irrelevant
Structure Uses appropriate report Uses report structure but not all Does not use appropriate
Uses appropriate structure appropriate report structure
report structure
Format Appropriate sections with Sections generally appropriate but Does not address all
Sections headings some gaps sections adequately
Executive summary Format generally consistent Format generally consistent but Format inconsistent Executive
Summarises whole Summarises whole report gaps does not summarise whole summary and
report attempts to summarise whole report introduction
-all main sections report with some gaps does not cover all main
sections
Introduction Context, topic and purpose Does not address the three main Does not address the
outlines context, areas (context, topic and purpose) context, topic and purpose
introduces topic, adequately
states purpose

The main section/s: Clear sections in paragraphs Information in sections with some Insufficient structure and Results/discussion-
findings, discussion, with appropriate subheadings lack of clarity or accuracy in clarity in sections and paragraphs,
etc. paragraphs and subheadings subheadings analysing and
integrating
evidence
Conclusion Sums up report Conclusion attempted but does not No clear conclusion Conclusion and
appropriately sum up findings recommendations

Recommendations Clearly outlines further actions Outlines further action but needs Does not clearly outline
clarity and/or not linked to the appropriate further actions
conclusion
Paragraphs One main idea in each Main idea of paragraph not always Lacks a main idea in most Results/discussion-
paragraph (in a topic clear; paragraphs; sections with paragraphs,
sentence); linked to overall wrong information analysing and
idea integrating
evidence

RMIT Study and Learning Centre 5 December 2012

 Rubrics for assessing academic language and literacies
Task response Good response
Research Paraphrases, synthesises
Integrating evidence: information in own words;
paraphrasing/ quotes used sparingly
synthesising
Referencing, citing Information is correctly
referenced – both in-text and
in reference list
Sentences, grammar Range of sentences
Grammar appropriate to
communicate meaning clearly;
few errors - do not detract from
meaning
Vocabulary, Uses appropriate vocabulary
spelling and Spelling and punctuation
punctuation accurate; carefully checked
Feedback Writing communicates
meaning clearly and achieves
purpose of the task
RMIT Study and Learning Centre
 Satisfactory response
Some ability to express ideas in
own words
Aware of required system and how
it should be used; some
inaccuracies
Grammar generally appropriate to
communicate meaning clearly;
some errors
Vocabulary adequate; occasional
errors using subject-specific
words/terms
Spelling and punctuation generally
accurate; some errors requiring
more careful checking
Writing generally communicates
effectively but logic and meaning
not always clear
6 December 2012
 Unsatisfactory response  Links
Relies heavily on words and
passages copied from texts
Referencing requirements
not followed Integrating
references
Errors are frequent, making
understanding difficult
Sentences
Limited vocabulary, words
often incorrect or incorrectly
Academic word list
used
tool
Numerous errors, spell
Spelling
check not used
Logic and meaning not clear
 Rubrics for assessing academic language and literacies
Oral presentation rubric – Structure

Task response Good response  Satisfactory response  Unsatisfactory response  Links

Structure and Appropriate structure and Generally appropriate structure and Structure and organisation not Oral
content organisation organisation some parts difficult to appropriate –difficult to follow presentations
follow

Introduction Outlines context, topic and Outlines context, topic and content Does not outline context, topic Oral
content but not all clear and content presentation
structure
Body Main ideas logical & clear Main ideas generally clear Does not clearly address main
Some lack of clarity ideas
Conclusion Sums up topic well Generally sums up topic well Does not sum up – no clear
conclusion
Evidence Appropriately paraphrases & Generally appropriately paraphrases Relies on information copied
references & references from texts; not appropriately
referenced

Oral presentation rubric – Delivery

Task response Good response  Satisfactory response  Unsatisfactory response  Links

Use of notes / Notes used well Notes / slides used more than Overuse of notes Oral
slides necessary Read rather than talked presentations-
presenting
Volume and clarity Clear, easy to hear and Mainly clear ; appropriate Difficult to understand;
of expression understand; appropriate expression – errors do not detract inappropriate words and
expression for oral presentation from meaning expression for oral presentation
Timing Timing enhances meaning, Mostly well timed; could pause Too fast/slow; timing detracts
suitable pauses from meaning
Eye contact & body Eye contact consistent Eye contact but not necessarily Little eye contact with audience
language inclusive
Audience Confident and enthusiastic Lack of confidence affects audience Audience not engaged Engaging the
engagement presentation engagement audience
Use of visual aids Enhance the presentation Enhance the presentation; Not relevant – distract rather than
occasionally distracting add to the presentation

RMIT Study and Learning Centre 7 December 2012

 Rubrics for assessing academic language and literacies
Reflective journal rubric

Task response Good response  Satisfactory response  Unsatisfactory response  Links

Purpose
Understood and addressed task Has understood the task but points Has not understood the nature of Reflective
Understanding and
Information is appropriate and selected are not always relevant or the task. Relies on information journal
addressing the task
relevant fully discussed copied from texts
Key points organised to illustrate
points being made
Structure and Well structured, easy to follow Some structure but information not Information randomly presented Reflective
content Addressed the task always presented in a logical order No sense of structure journal .pdf
Introduction Context and purpose – identified Context and purpose introduced but Context and purpose – not clear
and clearly described need further clarification

Paragraphs Main ideas expressed in clear Main ideas not always clear or fully Main ideas not clearly defined Paragraphs
topic sentences supported Relevant research - not used to Integrating
Theory integrated to Evidence of research but its inform analysis references
demonstrate how it informed applicability and value flawed
practice
Conclusion Learning and the benefit of Basic summary of the benefits of the Reflection lacks evidence of Conclusion
reflection well summarised reflection personal growth

Reflection Theory well integrated to Evidence of research and thinking Evaluation of experience lacking Reflective
indicate how it has and will journal
inform behaviour and thinking
Sentences Range of sentences Errors do not interfere with meaning Errors are frequent, often making Sentence
Grammar Few errors understanding difficult construction

Vocabulary Demonstrated knowledge of key Vocabulary adequate for the task Limited vocabulary, no use made Academic
vocabulary Subject specific vocabulary not fully of specialised course vocabulary word list tool
utilised

Spelling Correct Occasional errors Numerous errors Spelling

Feedback Reflection structured and clearly
written
Has reflected on the experience
and indicated its implications for
the future
Spellcheck not used
Has benefitted from the experience Writing does not show evidence
but not adequately used learning of personal learning
and research Ideas not clearly expressed
Shown some insight into future Structure lacking
relevance

RMIT Study and Learning Centre 8 December 2012