Purpose of this Toolkit - Griffith University

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WRITTEN COMMUNICATION SKILLS Criteria sheets Give students a criteria sheet like the one below to help them understand expected standards in written communication assignments. HIGH DISTINCTION Analysis and Conceptual Clarity All content highly relevant to the topic and covers all key issues. Thorough and clear analysis. Demonstrates excellent understanding. DISTINCTION Content consistently relevant to the topic and covers most key issues. Clear analysis demonstrates good understanding. Structure and Development Research Base Grammar, Spelling, Presentation Professional presentation throughout. No grammar or spelling mistakes. Assignment follows clear, logical sequence. Highly effective use of proportion and emphasis. Extensive use of relevant research data and theory to support analysis. All sources referenced correctly. Assignment follows logical sequence. Demonstrates effective use of proportion and emphasis. Evidence of extensive research. Some use of relevant research data and theory to support analysis. All sources referenced correctly. Written style clear and effective. Consistent use of standard grammar and punctuation. Good presentation. CREDIT Majority of the content relevant to the topic but significant issues not covered. Analysis demonstrates limited understanding. Assessing written communication PASS Less than half the content relevant to the topic. Major issues not covered at all. No analysis or demonstrates poor understanding. FAIL Not relevant or only vaguely relevant to topic. No analysis. Structure and plan of assignment apparent but development and emphasis inconsistent. Structure and plan only vaguely evident. Proportion and emphasis frequently inappropriate. No evidence of planned structure to the report. Proportion and emphasis consistently inappropriate. Some evidence of research. Occasional use of relevant research data and theory to support findings. References mostly correct and in academic style. Demonstrates very limited research with very limited or no support material presented. No references or largely incorrect. Demonstrates minimal evidence of research. No use of research data or theoretical frameworks to support analysis. No references. Sentence construction generally correct. Some spelling and grammar errors. Written style wordy or repetitive. Acceptable presentation. Frequent problems with sentence construction. Frequent spelling and grammar errors. Written English so poor as to be barely understandable. Many spelling mistakes. Very poor presentation. 12
WRITTEN COMMUNICATION SKILLS Peer review Devote at least one tutorial to peer review. Ask students to bring their ‘work in progress’ and in pairs or small groups, read their peers’ draft work and give constructive feedback on: • its ‘understandability’; • its structure; • its logic and flow; • its style (including paragraph and sentence construction, use of words, tone, consideration of the reader, etc.); and • its alignment with assignment criteria. Opportunities to improve drafts before it’s too late Practice in reading for revision Enhanced communication skills Increased confidence Benefits of peer review to students The questions and comments from peers can prod a writer to deepen their approach to a subject. Talking constructively within the peer group about writing can strengthen students independent ability to read for revision. Talking with peers about their work can strengthen students’ ability to articulate specific reactions and suggestions, requiring a tricky balance of tact and clarity. Students frequently believe classmates’ writing is much better than their own writing. When they see their peers’ first drafts they see it is safe to loosen up and take risks in developing ideas. They feel more confident in submitting their assignment for assessment. Benefits of peer review to lecturers and tutors Better writing and more time Students will all have been through one round of guided response leaving the instructor free to address higher-order issues such as idea development and direction. High levels of student engagement Whether the workshops last five minutes or fifty, excitement is generated by peer activity. Students hold each other accountable and therefore invest more in their writing. High evaluation ratings Students recognise the value of effectively conducted peer workshops. Creating Effective Peer-Response Workshops. University of Minnesota. http://writing.umn.edu/tww/responding_grading/peer_workshop.htm Assessing written communication 13
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