Interactive Rubric for Written Communication: INTRODUCTION

Criteria

     

1.

  
1.1.
1.2.
1.3.
1.4.
1.5.

PURPOSE


Topic
Thesis (Argument)
Context
Audience
Genre
  

2.


2.1.
2.2.
2.3.
2.4.
2.4.1.
2.4.2.

CONTENT

Information & Data
Conceptual Knowledge
Examples & Illustrations

Sources
  Relevance
  Authority
  

3.


3.1.
3.2.
3.3.
3.4.
3.5.
3.6.
3.7.

ANALYSIS


Logic
Evidence
Specificity
Creativity
Criticality
Reflexivity
Evaluation
  

4.


4.1.
4.2.
4.3.
4.4.

STRUCTURE


Section
Paragraph
Sequence
Cohesive Ties
  

5.


5.1.
5.2.
5.2.1.
5.2.2.
5.2.3.
5.2.4.
5.3.
5.4.
5.4.1.
5.4.2.
5.4.3.
5.5.
5.6.
5.6.1.
5.6.2.
5.6.3.
5.6.4.
5.6.5.
5.7.
5.7.1.
5.7.2.
5.8.

STYLE


Clarity
Tenor
  Mood
  Mode
  Narrative Form

  Active/Passive Voice
Tense
  Vocabulary
  Academic
  Technical

Inclusive Language
Literary Devices
Referencing
  Citations
  Reference List
  Quotations
  Application

  Paraphrasing
Formatting
  Font
  Spacing
Length
  

6.


6.1.
6.1.1.
6.1.2.
6.1.3.
6.2.
6.2.1.
6.2.2.
6.2.3.
6.2.4.

SYNTAX


Sentences
  Fragments
  Run-on Sentences

  Agreement
Word Classes
  Pronouns
  Prepositions
  Articles
  Conjunctions
  

7.


7.1.
7.2.
7.2.1.
7.2.2.
7.2.3.
7.2.4.
7.2.5.
7.2.6.
7.2.7.
7.3.


MECHANICS


Spelling
Punctuation
  Apostrophes
  Full Stops
  Capitalisation
  Quotation Marks
  Commas & Colons
  Abbreviations

  Other (e.g., Hyphens)
Editing

  

INTRODUCTION

Writing assignments at university can be challenging for some students.  The conventions (i.e., rules and expectations) of writing at university can seem different and daunting. The Interactive Rubric for Written Communication (IRWC) has been designed by School of Education staff to clarify some of the common conventions of academic writing. While a rubric can never fully capture the complexities of effective writing or replace the need for individual interpretations of effective writing, we hope that it provides some support for your writing journey at JCU. Click on the criteria on the left hand menu or the tabs at the top of the page to navigate to definitions, resources and examples to improve your academic writing.


This is the first version of the IRWC LibGuide so please feel free to provide feedback by completing the First Impressions Survey or Detailed Feedback Survey on the Feedback page.  

The rubric contains seven colour-coded criteria for written communication:


1. Purpose 
2 Content
3 Analysis (and Synthesis) 
4 Structure
5 Style
6 Syntax (and Grammar)
7 Mechanics


Each general criterion contains more specific sub-criteria. The criteria and sub-criteria of the IRWC are used to assess written communication against five general standards:

  1. N (Fail) 
  2. P (Pass)
  3. C (Credit)
  4. D (Distinction)
  5. HD (High Distinction)

Finally, our hope is that staff and students will use the IRWC individually and collaboratively to:

  1. identify criteria for written communication that need attention;
  2. understand those criteria through engagement with definitions, examples, resources and quizzes, and
  3. apply new understandings of written criteria to future writing.

FINDING YOUR WAY AROUND

You can navigate your way around the site by clicking on any criterion in the criteria bar (left of page) or in the drop-down tabs (top of page). Each criterion contains one or more key elements, including:

  1. formal and informal definitions
  2. examples
  3. annotated samples of writing 
  4. textbook resources for further reading
  5. web resources, and
  6. web quizzes to test your knowledge and understanding.

WHAT DOES THE IRWC LOGO REPRESENT?

The IRWC logo, a rainbow spiral, symbolises two important points about the criteria for written communication:

  1. The entwined and gradated colours symbolise that criteria for writing are interdependent.  For example, the effective selection of content (Criterion 2) often depends on a clear understanding of purpose (Criterion 1), and effective analysis (Criterion 3) often depends on a good selection of content (Criterion 2).
  2. The ascending and expanding spiral symbolises an evolving and expanding capacity for literacy across increasingly diverse and changing contexts. An increasingly literate person develops their capacity to write and read effectively in a range of genres appropriate to different contexts.  For example, an effective writer understands the conventions for writing an analytical essay or a personal reflection and the purposes and contexts that are most appropriate for these genres.

Copyright Terms and Conditions

Copyright 2011. Please seek written permission from the site authors before copying material from this site.

Contact: Dr Raoul Adam, School of Education: Raoul.Adam@jcu.edu.au

 

1 MINUTE VIDEO INTRODUCTION