Written Communication Toolkit

Griffith Graduate Attributes
Written Communication Toolkit

(B) Effective Communicators and Team Members
1. Capacity to communicate effectively with others orally
2. Capacity to communicate effectively with others in writing
3. Capacity to communicate effectively with others using ICTs,
multimedia, visual, musical and other forms appropriate to their
disciplines
4. Capacity to interact and collaborate with others effectively, including
in teams, in the workplace, and in culturally or linguistically diverse
contexts
Table of contents
Purpose of this toolkit ............................................................................................ 3
Why your students need effective written communication skills ............................ 5
What employers, graduates and students say about written
communication ...................................................................................................... 7
Teaching tipsHow to develop your students written
communication skills ............................................................................................. 9
Assessing written communication ....................................................................... 17
Principles of effective written communication skills ............................................. 25
Where to go for help ........................................................................................... 27
Additional resources ........................................................................................... 28
Appendix A- Student handouts ........................................................................... 30
Written Communication Toolkit 2nd Edition

Authorial Attribution:
1st Edition: Crebert, G., Patrick, C.-J., & Cragnolini, V. (2004).
2nd Edition: Crebert, G., Patrick, C.-J., Cragnolini, V., Smith, C., Worsfold, K., & Webb, F. (2011). Written
Communication Toolkit. (Retrieved from the World Wide Web 4th April, 2011)
http://www.griffith.edu.au/gihe/resources-support/graduate-attributes
NOTE: The URLs listed in this toolkit were current at the time of retrieval. However, please note these may
change with time as websites update.
Page 2
Purpose of this toolkit

The Toolkits developed by members of the Griffith Graduate Project are intended
primarily for academic staff. They offer an overview of some of the main issues related
to developing students graduate skills during their degree studies.
They draw heavily on existing literature and current practice in universities around the
world and include numerous references and links to useful web resources.
They are not comprehensive guides or how to booklets. Rather, they incorporate the
perspectives of academic staff, students, graduates and employers on the graduate
skills adopted by Griffith University in its Griffith Graduate Statement.
Griffith University. (2009). The Griffith Graduate Attributes. (Retrieved from the World Wide Web 1st October
2010) http://www.griffith.edu.au/gihe/teaching-learning-curriculum/graduate-attributes
This Toolkit, Written Communication, focuses on how you can help students with their
speaking and presentation skills while studying at university.
This toolkit, together with others in the series (as shown in the following table) can be
accessed via the Griffith Institute for Higher Education webpage, the URL of which is
listed on the following page.
GRADUATE
ATTRIBUTES
DESCRIPTOR
TOOLKIT
(1)
Knowledgeable
and Skilled in
their
Disciplines
Comprehensive knowledge and skills relating to their disciplines
n/a
An interdisciplinary perspective
Interdisciplinary Skills
Capacity to find, evaluate and use information
Information Literacy
Ability to apply discipline/professional skills and knowledge in the

workplace
Professional Skills
(2)
Capacity to communicate effectively with others orally
Oral Communication
Effective
Communicators
and Team
Members
Capacity to communicate effectively with others in writing
Written
Communication
Capacity to communicate effectively with others using ICTs,

multimedia, visual, musical and other forms appropriate to their
disciplines
ICT and Other

Discipline-Related
Communication Skills
Capacity to interact and collaborate with others effectively, including

in teams, in the workplace, and in culturally or linguistically diverse
contexts
Teamwork Skills
Page 3
GRADUATE
ATTRIBUTES
DESCRIPTOR
TOOLKIT
(3)
Ability to use knowledge and skills to devise solutions to unfamiliar

problems
Creativity and
Innovation*
Ability to analyse and critically evaluate arguments and evidence

appropriate to their disciplines (e.g. collect analyse and interpret
data and information, generate and test hypotheses, synthesise and
organise information)
Critical Evaluation
Knowledge of research methodologies in their disciplines and

capacity to interpret findings
Research Skills
Ability to generate ideas/products/art

works/methods/approaches/perspectives as appropriate to the
discipline
Creativity and
Innovation*
Ethical awareness (professional and personal) and academic

integrity
Ethical Behaviour and

Social Responsibility*
Capacity to apply disciplinary knowledge to solving real life problems

in relevant communities
Problem Solving
Understanding of social and civic responsibilities, human rights and

sustainability
Ethical Behaviour and

Social Responsibility*
Understanding the value of further learning and professional

development
Further Learning
Awareness of and respect for the values and knowledges of

Australian Aboriginal and Torres Strait Islander First Peoples
To be developed
Respect, awareness, knowledge and skills to interact effectively in

culturally or linguistically diverse contexts
Global and
International
Perspective and
Awareness*
A global and international perspective on their disciplines
Global and
International
Perspective and
Awareness*
Innovative and
Creative, with
Critical
Judgement
(4)
Socially
Responsible
and Engaged in
their
Communities
(5)
Competent in
Culturally
Diverse and
International
Environments
NB: * Toolkit covers two sub-attributes. ** Toolkit development in progress
Page 4
Why your students need effective

written communication skills
Definition
Written communication is the ability to use the conventions of disciplinary discourse to
communicate effectively in writing with a range of audiences, in a variety of modes (e.g.,
persuasion, argument, exposition), as context requires, using a number of different
means (e.g., graphical, statistical, audio-visual and technological).
The need for written communication skills

Students need to write effectively to communicate with their peers, lecturers,
professional colleagues and employers. They are not always experienced writers when
they enter university and they dont always receive formal teaching in written
communication while doing their undergraduate degrees.
This Toolkit is intended to provide some useful suggestions, strategies and checklists to
help your students improve their writing skills.
Good communication skills are at the top of the list of what potential employers look for
in graduates. The vast majority of business transactions involve written communication
of some kind. Employers of graduates often express concern that students graduate with
inadequate basic written communication skills. It is generally expected that university
graduates have good literacy skills that can transfer into various work contexts, but
research shows that this is not always the case.
The six Cs of effective writing

Effective business correspondence yields results because it achieves two basic
objectives.
First, it conveys a clear and unambiguous message to the reader and second, it
produces goodwill in that reader. To achieve these two objectives, the writer must write:
clearly:
coherently;
concisely;
correctly; with
courtesy; and
confidence.
Page 5
These characteristics are the result of careful planning, writing in plain English, and
critical editing.
Dwyer, J. (1993). The Business Communication Handbook, (3rd ed.). New York: Prentice Hall, p.186.
Griffith Online Writing Skills Course

This online course was developed by Associate Professor Marilyn Ford to improve
students writing skills.
The course is broken into three self-paced components, which cover basic grammar and
writing skills.
Some disciplines use this course as a zero credit point requirement, either prior to
graduation, or as a pre-requisite for other subjects.
The resource consists of:
lessons;
examples of errors from student writing with suggested revisions;
pdf files that contain the information from the lessons; and
quizzes.
Ford, M. (2008). Griffith University: Writing Skills. (Retrieved 22 November 2010)

http://www.cit.griffith.edu.au/~mf/wrsk/wrsk.html
Page 6
What employers, graduates and

students say about written
communication
Employers comments
Our biggest issue is writing skills. Graduates need to be able to write a report. All of our
outputs are written. [They] also need good oral communication skills and fundamental
confidence in their ability to be able to support what is being written. However, an
academic writing style is completely different from [what] we need in practice. It is the
largest failing, without question, from our point of view. What the university can do to
improve that is to give the opportunity for the practical application of real world writing
skills during course work. Not necessarily in a work placement environment, but actually
as part of the course work. There is a big difference between the way you write a report
compared with a discussion paper on criminological theory.
(Employer of Griffith Criminology and Criminal Justice Graduates, 2001)
At the risk of making a generalisation, many science graduates are not as strong in the
written area as they could be. With competition for jobs so strong in the science industry,
graduates cannot afford to lose ground in any area and poor spelling and grammar [are
areas] where it is easy to lose ground. If you send in a poorly written/spelt resum (to us
or any potential employer), you are going to be behind the eight-ball from the start.
(Employer of Griffith Science Graduates, 2001)
Students need to realise that there are different forms of communication suited to
different settings. I had a student who had done a Law degree and who came to work
with me and was giving me the sorts of notes you would put down in a brief, but not a
piece that would communicate with the audience. Different contexts require different
types of written communication.
(Employer of Griffith Law Graduates, 2003)
As an employer, I expect to see graduates who can write, spell and put a report
together that is literate, meaningful and properly researched. That is a fundamental skill
but one that, we are disappointed to say, we dont always see.
(Employer of Griffith Engineering Graduates, 2003)
Written communication skills are extremely important. People are becoming too familiar
these days with email and text message communication. Graduates need to appreciate
that were still looking for well-developed, formal, written communication skill.
(Employer of Griffith Accounting Graduates, 2004)
Page 7
Graduates and students comments

When you are writing at uni you tend to write in a format that lecturers expect. But when
you get out in the workforce you are actually writing for a different kind of population and
you cant approach it [as if] you are writing a prac or an assignment.
(Griffith Graduate, 2002)
My written communication skills are constantly improving at uni because I receive

feedback on my written assignments, which helps me to make improvements on my
writing style. I find that my writing skills are very useful in my part-time work because I
have to write lots of memos to my manager to express all sorts of details about the shift.
I am able to write these in a concise and informative manner, which is appreciated by my
manager.
(Griffith student)
In the courses Ive done, weve been taught to always ask ourselves: From what point
of view am I writing this? Who is going to read this?
(Griffith student)
Research findings
Literacy skills and written business communication skills were rated as being very
important by the employers participating in an AC Nielsen research project conducted in
Australia in 1999. It was found that job applicants who had poor skills in this area did not
fare well when seeking positions.
AC Nielsen Research Services. (1999). Employer Satisfaction with Graduate Skills. Department of
Education, Training and Youth Affairs. Canberra: AGPS.
http://www.dest.gov.au/archive/highered/eippubs/eip99-7/eip99_7pdf.pdf
Effectively, we are looking for people who can write in almost a bullet-point form. We
are no longer really looking for people who can write wonderfully flowing twenty-five
page documents, which take two hours to read.
Employer interviewed in: Harvey, L., Moon, S., and Geall, V. (1997). Graduates Work: Organisational
Change and Student Attributes. (Retrieved from the World Wide Web on 2 March, 2002)
http://www.uce.ac.uk/crq/publications/gw/gwcon.html
Employers want graduates who can write for a variety of audiences. Graduates may be
experienced in producing academic texts such as essays, laboratory reports and
dissertations, but they are not always proficient in other forms of written communication,
especially business communication.
Page 8
Teaching tipsHow to develop your

students written communication skills
How to develop students writing skills
Make writing enjoyable:
involve students in small group writing tasks in which everyone has a voice, and
ask them to analyse the differences in writing styles;
ask students to write for different audiences presenting similar material on the
same topic, and ask them to analyse the differences;
invite guest lecturers to talk about writing in their fields or professions; and
use peer editing processes for formative assessment practice.
Do lots of writing:
introduce short writing tasks into lectures and tutorials and ask students to
exchange work to check for clarity and understanding;
check students lecture notes from time to time to see whether they are getting
the point;
ask students to write down their questions at the end of every lecture and collect
then answer the questions at the next lecture;
encourage students to write for the hostile readeran imaginary person who will
contest everything they say in their writingthis will help them consider and
counter ideas from different perspectives; and
set writing assignments for the real world and involve real professionals in
giving feedback on some sample assignments.
Vary the writing tasks:
introduce assignments that require students to write up interviews with practising

professionals, or document field trips;
use reflective journals or diaries ask students to use them as thinking aids
(even if you dont assess them, students learn how to analyse their own thoughts
and experiences);
instead of formal essays, ask students to prepare an article for a disciplinary

journal, using the journals formatting and referencing requirements; and
ask students to prepare written agendas and notes of meetings in teamwork

projects.
Page 9
Share examples of good student writing:
with students permission, circulate blind copies of good student writing and use
peer review to analyse why it is good; and
involve students in setting criteria for written assignments.
Some relevant material is available at:
Foothill College. (n.d.). Writing Argumentative Essays: Introduction. (Retrieved

from the World Wide Web 22 November 2010)
http://www.foothill.edu/bss/people/peterson-david/ct/tutorial/preface.htm
University of Sydney, Humanities and Social Services. (2006). The Write Site.
(Retrieved from the World Wide Web 22 November 2010)
http://writesite.elearn.usyd.edu.au/
Structuring the writing task

Setting the topic:
Do you set it? or
Do the students negotiate what they want to write about?
Narrowing it down:
Ask students to express in one sentence what their assignment is about (thesis
statement);
And then another sentence on what they are going to say about the topic.
Gathering the evidence:
Suggest some useful sources;
Encourage students to follow leads in the lists of references they contain;
Show them how to evaluate resources on the basis of relevance and currency.
Writing:
Stress the importance of drafting, and re-drafting to clarify thinking;
Encourage peer review (its what happens in scholarly journals);
Use drafts to monitor logical flow of ideas and arguments.
Refining:
Give constructive feedback on drafts it helps students refine their ideas and saves you
time in the long run!
Page 10
A good writing assignment:

Is set for a clear purpose that students understand; it has meaning for them; its relevant
to their course or program; it has clearly defined criteria; it is focused on achieving a
particular aim; its manageable in the time available; it lends itself to peer review before
final submission; and it allows for incremental development of writing skills.
Encourage students to ask themselves, when starting to write an assignment:
Who am I writing this for?
Why am I writing it?
How will I write it?
Structuring the writing process

This checklist will help students to monitor their own writing.
Checklist
1.
In the essay introduction have you:
taken account of the interests of your reader and identified possible sources of resistance?
analysed what the question requires you to do?
defined the scope of your topic without being apologetic?
attracted the readers attention early, either using a thesis statement or in some other way?
included a clear, arresting thesis statement, or planned one to use later in the essay?
orientated your reader, either using a forecasting statement or another method?
2.
In the body of your essay have you:
considered using an organising framework for your paragraphs?
ensured that each paragraph has one central idea?
ensured your paragraphs support the essays main idea or relate to it in some other way?
used appropriate evidence, illustrations and arguments to support each paragraphs main
ideas?
made links between preceding and following paragraphs and from the paragraphs to the
essays main idea?
included a final statement that either sums up the central idea of each paragraph, suggests
implications, or provides one or more of the linkages mentioned in the previous point.
Page 11
3.
In your conclusion have you:
summarised the main evidence in the essay?
linked ideas and evidence back to the main ideas?
provided rounding off, or evaluative comments, or pointed to implications or possible further

developments?
dealt with any possible objections on the part of the reader?
avoided introducing unrelated material?
4.
In the essay as a whole have you:
established and maintained an appropriate style and tone?
provided signposts for your reader through the essays structure, headings and transition
words?
avoided overly complex words and used acronyms and jargon judiciously?
made conscious decisions about the use of first, second or third person pronouns,
contractions, direct questions, run-on expressions and quotations?
used an appropriate level of grammatical correctness?
proofread your work several times for clarity, brevity, spelling and typographical errors?
Baker, E., Barrett, M. & Roberts, L. (2002). Working Communication. Brisbane: John Wiley & Sons Australia,
pp. 211-212.
Encourage students to monitor their own writing by asking

themselves:
Is it to the point?
Is the most important point obvious?
Have I used simple language?
Will my reader understand?
Is it brief?
Have I used the right tone?
Have I eliminated unnecessary jargon?
Are my paragraphs short?
Are the spelling and punctuation correct?
Will my reader know what to do next?
Page 12
Alexander Communications. (n.d.). Style Guide. (Retrieved from the World Wide Web 22 November
2010) http://www.alexcommunications.com/style_guide.htm
Writing skills
Emphasise to students that its important to:
Use short sentences
Short sentences force you to break your ideas into simple understandable
statements. Sentences should not be more than 20 words.
Use common words
Use words readers understand.
Use subject-verb-object
constructions
It is easier to read sentences with simple subject verb-object construction.

For example it is easier to read The man gave the ball to the boy, than The
ball was given to the boy by a man.
Use active verbs
Active verbs are easy to read. Passive verbs are more difficult to understand.
You can eliminate many passive verbs and shorten your sentences by
avoiding is, am, are, was, were, be, been and being.
Make lists
Use lists when you have several items you want to include in one sentence or
paragraph such as:
My company gives me the following benefits:
Undercover parking
4 weeks paid vacation each year
Free day-care services.
Reduce
Remove all words which do not add meaning to your writing.
Edit and proof
Read your writing to find errors. Eliminate unnecessary words and repetition.
Read backwards to find spelling errors. Use a ruler beneath each line.
Adapted from: McCracken, M. (1998) http:// www.LearnHowToWrite.com
Page 13
Idea generators
Idea generators can stimulate the writing process by helping the writer to:
Discover more ideas;
Discover new paths or slants;
Kick-start your brain;
Prevent or dissolve writers block; and
Manage time more effectively.
Idea generators include:
Brainstorming write down all ideas about a topic. Do not censor or edit
any idea.
Freewriting just start writing anything about the topic without any regard to
structure, spelling, or grammar.
Flow Charting construct a formal chart with major points and arrows
signifying flow of information.
Mapping write topic in centre of page, and box it. Put other boxes around
page and draw lines to link ideas to topic.
Fishboning use a sequence of lines instead of mapping boxes. Use main

line as subject, and draw branches, or bones, to show how other ideas link to
main topic.
Petelin, R., & Durham, M. (1994). The Professional Writing Guide. Sydney: Longham Professional,
pp. 35-41.
Thesis statement
A thesis statement puts forward the point of view or organising idea for an essay.
Davis, L., & McKay, S. (1996). Structures and Strategies: An Introduction to Academic Writing. South
Melbourne: Macmillan, p. 76.
A thesis statement can be true or false, but must be able to be supported by

evidence. Give students lots of practice in summarising an entire essay or written
assignment into one thesis statement which is unambiguous, controversial and
above all, provable.
Page 14
Referencing
Referencing is the familiar scholarly practice of referring to the works of other
writers, where they have supplied you with source material or particular arguments
or ideas. This may not be necessary when the same ideas are written about by
many authors in the field, but when you are expressing an idea or argument in the
words of a particular author you must acknowledge him/her as your source. Failure
to do so is a form of plagiarism (passing off someone elses work as your own) and it
incurs heavy penalties.
Peters, P. (1985). Strategies for Student Writers.: A Guide to Writing Essays, Tutorial Papers, Exam
Papers and Reports. Brisbane: John Wiley & Sons, p. 123.
Source material is documented for three main reasons:
To give credit to the original author;
To indicate the writers own research credibility; and
To enable others to locate the original work, or actual words.
Conventions for referencing vary between disciplines, journals and publishing

houses. The social sciences, for example, uses the American Psychological
Association (APA), or Harvard conventions; while medicine, health science and the
sciences use the Vancouver system; and the humanities uses the Modern Language
Association of America (MLA) system. Examples of these systems are as follows:
Allen & Unwin. (n.d.). Referencing Made Easy. (Retrieved from the World
Wide Web 1st October, 2010)
http://www.allenandunwin.com/default.aspx?page=501
Monash University. (2006). How to Acknowledge Your Sources. (Retrieved

from the World Wide Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/
The University of Sheffield (2010). Harvard Referencing Guide HSL-DVC1.

(Retrieved from the World Wide Web 1st October, 2010)
http://www.shef.ac.uk/library/libdocs/hsl-dvc1.html
Leeds University (n.d.). Referencing. (Retrieved from the World Wide Web
1st October, 2010) http://library.leeds.ac.uk/referencing
Monash University (2007) American Psychological Association (APA) Style

Examples. Retrieved from the World Wide Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/apa.html
Monash University (2006) Vancouver Style (Uniform Requirements for

Manuscripts Submitted to Biomedical Journals. (Retrieved from the World
Wide Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/vancouver.html
Monash University (2009) MLA (Modern Language Association) Style

Examples. (Retrieved from the World Wide Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/mla.html
Page 15
Griffith Universitys Library Research Tutorial provides valuable information for students
and academic staff on all aspects of research and referencing:
There are numerous electronic tools for managing research and information. Some of
the more well-known are:
Procite
Biblioscape
EndNote
Inclusive language
Students should not use inappropriate words or expressions that exclude certain people,
or groups of people, demean them either intentionally or unintentionally, or which rely on
stereotyping.
Queensland University of Technology has a very useful website on the use of
inclusive, non-discriminatory language, with suggestions for avoiding language that
discriminates against people on the basis of race, gender, disability, ethnicity, etc.
Queensland University of Technology, Equity Services. (2010). Working with

Diversity: A Guide to Inclusive Language and Presentation for Staff and
Students. (Retrieved from the World Wide Web 22 November 2010)
http://www.equity.qut.edu.au/everyone/publications/publications/Working_with_Di
versity_2010.pdf
Other useful links are:
Charles Darwin University. (n.d.). Writing Style: Principles of Good Writing.

http://learnline.cdu.edu.au/studyskills/academic/writing-style/principles.html
Rhodes College. (2010). Writing Centre. (Retrieved from the World Wide Web 22
November 2010) http://www.rhodes.edu/4680.asp
Page 16
Assessing written communication

Provide clear criteria
General guidelines
Distinguish which features of the writing you need to assess
Are students expected to consider a topic? Generate ideas? Demonstrate
understanding? Construct an argument? Ensure students know which elements are
important in grading.
Make assignments and deadlines work for you
Structure and schedule writing tasks that wont bury you. Assess students work in
stages through drafts, peer review, group evaluation and self-assessment. Refuse
to be the first human being to read their paper.
Expect excellence
Set high standards in advance. Ensure students are aware of grading criteria and
can self-evaluate against those criteria. Set process deadlines for the assignment so
students approach it as an on-going reflective experience and stay on task.
University of Central Florida. (n.d.). University Writing Centre. (Retrieved from the World Wide Web 22
November 2010) http://pegasus.cc.ucf.edu/~uwc/home.html
Let students know criteria

Make sure students know the criteria you use to mark their written work. Ask
students to hand in the criteria sheet with their assignment with their own grading of
their work indicated on the sheet.
Let them see how their expectations and your expectations align.
Why not:
Use a dummy assignment from the High Distinction and Fail ranges to illustrate
strengths and weaknesses of student writing.
Page 17
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
Structure and
Development
Research Base
Grammar, Spelling,
Presentation
All content highly

relevant to the topic
and covers all key
issues. Thorough and
clear analysis.
Demonstrates
excellent
understanding.
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.
Professional
presentation
throughout. No
grammar or spelling
mistakes.
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
Written style clear and

effective. Consistent
use of standard
grammar and
punctuation. Good
presentation.
Structure and plan of

assignment apparent
but development and
emphasis inconsistent.
Some evidence of
research. Occasional
use of relevant
research data and
theory to support
findings. References
mostly correct and in
academic style.
Sentence construction
generally correct.
Some spelling and
grammar errors.
Written style wordy or
repetitive. Acceptable
presentation.
Structure and plan only

vaguely evident.
Proportion and
emphasis frequently
inappropriate.
Demonstrates very
limited research with
very limited or no
support material
presented. No
references or largely
incorrect.
Frequent problems
with sentence
construction. Frequent
spelling and grammar
errors.
DISTINCTION
Content consistently
relevant to the topic
and covers most key
issues. Clear analysis
demonstrates good
understanding.
CREDIT
Majority of the content
relevant to the topic but
significant issues not
covered. Analysis
demonstrates limited
understanding.
PASS
Less than half the
content relevant to the
topic. Major issues not
covered at all. No
analysis or
demonstrates poor
understanding.
Page 18
FAIL
Not relevant or only
vaguely relevant to
topic. No analysis.
No evidence of
planned structure to
the report. Proportion
and emphasis
consistently
inappropriate.
Demonstrates minimal
evidence of research.
No use of research
data or theoretical
frameworks to support
analysis. No
references.
Written English so poor

as to be barely
understandable. Many
spelling mistakes.
Very poor presentation.
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.

Benefits of peer review to students
Opportunities to improve
drafts before its too late
The questions and comments from peers can prod a writer to

deepen their approach to a subject.
Practice in reading for

revision
Talking constructively within the peer group about writing can

strengthen students independent ability to read for revision.
Enhanced communication
skills
Talking with peers about their work can strengthen students ability
to articulate specific reactions and suggestions, requiring a tricky
balance of tact and clarity.
Increased confidence
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.
Page 19
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.
University of Minnesota, Flash, P. (2010). Creating Effective Peer-Response Workshops.

http://writing.umn.edu/tww/responding_grading/peer_workshop.html
Potential drawbacks of peer review

Careful pre-class planning.
Inadequate modelling, and an absence of modelling can cause groups to flounder,
wasting valuable class time.
Peer response requires class time.
Whether using a five-minute pair model or a full-period group workshop model, class
time is required.
Peer workshops are student centred.
Instructors need to temporarily remove themselves from the centre of attention.
Students need to depend on each other for useful responses without unnecessary
intervention, otherwise they will possibly resent the process.
Some students believe they work best alone.
Generally speaking, the academic world rewards independent work. Often, strong
students may initially feel that the peer workshop is not going to offer them anything
they couldnt do better alone. Once they participate however, they often realise the
value of diverse responses to their work.
Negative attitudes.
If students or instructors have been part of badly run groups, they may have a
negative attitude to peer review. Allow reservations to be voiced early in the
semester so appropriate mechanisms can be established to ensure success.
University of Minnesota, Flash, P. (2010). Creating Effective Peer-Response Workshops. (Retrieved
from the World Wide Web 22 November 2010)
http://writing.umn.edu/tww/responding_grading/peer_workshop.html
Page 20
The terminology
Students need to understand what the terms used in assessment items mean. For
example:
Reference list of commonly used terms in writing assignments
Account for
Give an explanation as to why
Analyse
1.
2.
Assess
Decide the value of
Compare
Discuss x and y in terms of their similarities and differences
Contrast
Discuss x and y in terms of their differences
Critically
evaluate
Articulate the arguments on both sides of an issue by arguing for and against
Criticise
Make judgments or show the relative merits of an argument
Define
1.
2.
Describe
Present an account of
Differentiate
Discriminate between two or more factors
Discuss
1.
2.
Enumerate
Give an item-by-item account of
Evaluate
Give a reasoned appraisal or assessment of the facts or argument presented
Examine
Inspect and report on in detail
Explain
1.
2.
Illustrate
Offer an example or examples to

1. show how/that
2. make concrete the concept of
Indicate
Focus attention on
Interpret
Explain or bring out the particular meaning
Outline
Go through the main features of
Prove
Show by logical argument
Review
1.
2.
Summarise
Provide a brief account or an abridged version
Examine closely
Examine x in terms of its components and show how they interrelate
Explain (make clear) what is meant by

Use a definition or definitions to explore the concept of
Make x your subject

Consider and offer some interpretation or evaluation of
Make clear the details of

Show the reason for, or underlying cause of, or the means by which
Report the chief facts about

Offer a critique about
Adapted from: Peters, P. (1985). Strategies for Student Writers: A Guide to Writing Essays, Tutorial
Papers, Exam Papers and Reports. John Wiley & Sons Australia: Brisbane, p.23. and Dwyer, J. (1993).
The Business Communication Handbook, (3rd ed.) Prentice Hall, NY.
Page 21
When assessing student writing

Look for:
evidence of understanding of the material;
links and transitions between ideas, sections and paragraphs;
conclusions that emerge from the evidence presented;
relevant and current references; and
evidence of thorough research.
Has the student:
used simple, short sentences;
used only the words necessary to convey meaning;
used acceptable grammar and syntax (sentence construction); and
used inclusive language?
Why not:
Enlist the help of an employer or professional in your field to give feedback on

one or two written assignments.
You could give them the criteria which students were given for the assignment,
but also ask them to give feedback from their own professional perspective.
What works? What doesnt? Why? Then present a summary of the employers
feedback in class and expand on it by addressing some of the more frequently
made mistakes, or weaknesses in student writing in that particular assignment.
Plagiarism
Plagiarism is knowingly presenting the work or property of another person as if it
were ones own. In some cultures, summarizing or quoting the words or ideas of
respected scholars is acceptable, or even desirable. In Australian universities,
however, all such source material must be fully documented in all forms of academic
writing.
Griffith University treats instances of plagiarism in students written work very
seriously and imposes harsh penalties.
Examples of plagiarism include:
word for word copying of sentences or paragraphs from one or more sources
which are the work or data of other persons (including books, articles, theses,
unpublished works, working papers, seminar and conference papers, internal
reports, lecture notes or tapes) without clearly identifying their origin by
appropriate referencing;
Page 22
closely paraphrasing sentences or paragraphs from one or more sources without

appropriate acknowledgement in the form of a reference to the original work or
works;
using another persons ideas, work or research data without appropriate

acknowledgement;
submitting work which has been produced by someone else on the students
behalf as if it were the work of the student;
copying computer files in whole or in part without indicating their origin; and
submitting work which has been wholly or partially derived from another students
work by a process of mechanical transformation. For example, changing variable
names in computer programs.
Griffith University. (2009). Student Academic Misconduct: (Retrieved from the World Wide Web 22
November 2010)
http://www62.gu.edu.au/policylibrary.nsf/xmainsearch/c6cdb8a93dfd1c504a2576880062f83b?opendocu
ment
Discourage plagiarism
Avoid having students simply find answers. Encourage students to do their

own thinking, not paraphrase the thinking of someone else. What are their
thoughts and ideas on a given topic?
Ask questions which require students to make an inquiry or investigate.
Have students compile and turn in working bibliographies well in advance of

the assignment dates. This will require students to begin research at an
early date, avoiding the temptation for last minute information downloads.
Have students maintain a research log. This will note the databases and
indexes searched, search dates, keywords and subjects used, and a
summary of search results.
Milkin University. (n.d.). Preventing and Detecting Plagiarism. (Retrieved from the World Wide Web
22 November 2010) http://www.millikin.edu/staley/services/instruction/Pages/plagiarismfaculty.aspx
Page 23
Detecting plagiarism some clues:
Essay is off-topic, with oddly placed on-topic paragraphs;
References are from books not available in your University. Check your library
catalogue;
References are all five or ten years old, showing it may have been lifted from the
Internet;
The assignment is beyond, or does not reflect the normal level of the students
written work;
Use search engines. Insert a four to eight word distinctive phrase in full text
search engines such as Google, AltaVista, HotBot or Northern Light;
Look for vocabulary not commonly used in this particular class; and
Unusual formatting, or a change in fonts within the assignment.
Milkin University. (n.d.). Preventing and Detecting Plagiarism. (Retrieved from the World Wide Web 22
November 2010) http://www.millikin.edu/staley/services/instruction/Pages/plagiarism-faculty.aspx
Montgomery College Libraries. (n.d.). Detecting Plagiarism: Dead Giveaways. (Retrieved from the
World Wide Web 22 November 2010) http://www.montgomerycollege.edu/library/dead_giveaways.htm
Page 24
Principles of effective written

communication skills
Writing Skills
Effective writing is clear, concise and economical.
Students writing skills improve if they are provided with opportunities to:
understand the role of writing in the professions;
write often in a variety of formats;
share ideas of what makes good writing;
self-evaluate their writing in a structured manner; and
receive comprehensive feedback on their writing prior to submitting assignments.
Writing tasks
To ensure maximum benefit from written tasks, ensure that:
there is a wide variety of writing styles expected, not just essays;
assignments are relevant to students potential professions; and
students have access to methods of structuring the writing task.
Writing guidelines
Effective writing is a complex task. Make sure that students:
understand where to go for help with their writing;
take advantage of on-line writing courses such as

http://www.cit.griffith.edu.au/~mf/wrsk/wrsk.html
(Retrieved from the World Wide Web 22 November 2010);
understand how to write for the reader;
are well acquainted with referencing rules; and
have access to assistance for grammar, spelling and layout.
Page 25
Assessing students written communication

When designing a writing assignment:
ensure that students understand the terminology you have used in creating
the assignment;
consider which element of the writing is important in the assessment. Is it, for
example, the generation of ideas, the ability to write a logical report?
give students the assessment criteria in advance;
make assignment deadlines work for you by expecting bibliographies, drafts,

etc., prior to the final assignment date;
incorporate peer review into the process to improve the standard of writing;
design the task to make plagiarism difficult.
Page 26
Where to go for help

Contact:
The Griffith Institute for Higher Education.

Griffith University, (n.d.). Griffith Institute for Higher Education. Retrieved from the
World Wide Web 22 November 2010) http://www.griffith.edu.au/gihe
Information Services, Learning and Teaching.

Griffith University. (n.d.). Staff Support. (Retrieved from the World Wide Web 25th
October, 2010) http://www.griffith.edu.au/learning-teaching/whos-who/staffsupport
Learning Services
Written communication is an area where the University has recognised that support
is crucial. Learning Services has teams of learning advisers here to work with you.
They can:
advise you on teaching, learning and assessment strategies; and
team teach with you in your lectures and tutorials.
There are also services to which you can refer your students so that they can
independently develop their written communication skills. These include:
individual or small group consultations with a learning adviser;
workshops;
self-help resources.
For more information on these services, visit the Information Services, Learning
and Teaching website.
Griffith University. (n.d.). Staff Support. (Retrieved from the World Wide Web 25th October, 2010)
http://www.griffith.edu.au/learning-teaching/whos-who/staff-support
Page 27
Additional resources
This Toolkit draws on various print and web resources, which are acknowledged in text.
Other useful resources are included in the following list.
Print resources
Baker, E., Barrett, M., and Roberts, L. (2002). Working Communication.

Brisbane: John Wiley & Sons Australia.
Burt, A. (2003). Write with Confidence: Solutions and Examples for Everyday
Writing Needs. Oxford, UK: Howtobooks.
Butt, D., Fahey, R., Feez, S., Spinks, S., and Yallop, C. (2000). Using Functional
Grammar: An Explorers Guide. (2nd ed.). Macquarie University. National Centre
for English Language Teaching and Research.
Davis, L., and McKay, S. (1996). Structures and Strategies: An Introduction to

Academic Writing. South Melbourne: Macmillan.
Dwyer, J. (1993). The Business Communication Handbook (3rd ed.). New York:
Prentice Hall.
Field, M. (2003). Improve your Written English. Oxford, UK: Howtobooks.
Kane, T. S. (1983). The Oxford Guide to Writing: A Rhetoric and Handbook for
College Students. New York: Oxford University Press.
Kohut, G., and Mcfarland Baxter, C. (1987). Business Communication: a

Functional Perspective. Columbus: Merrill Pub. Co.
Lahiff, J., and Penrose, J. (1997). Business Communication: Strategies and

Skills. N.J.: Prentice Hall.
Lehman, C., and DuFrene, D. (2002). Business Communication. Cincinnati, Ohio:

South-Western.
McEvedy, R., and Wyatt, P. (1990). Developing Writing Skills. Melbourne:

Nelson.
Oshima, A., and Hohue, A. (1997). Introduction to Academic Writing. (2nd ed.).
White Plains, NY: Longman.
Peacock, C. (1986). Teaching Writing. London: Croom Helm.
Petelin, R., and Durham, M. (1994). The Professional Writing Guide. Sydney:
Longman Professional.
Peters, P. (1985) Strategies for Student Writers: A Guide to Writing Essays,

Tutorial Papers, Exam Papers and Reports. Brisbane: John Wiley & Sons,
Australia.
Thompson, N. (198 ). Written Communication. South Melbourne: Macmillan.
Thornton, G. (1980). Teaching Writing: The Development of Written Language

Skills. London: Edward Arnold.
Page 28
Treece, M. (1983). Communication for Business and the Professions. Boston :

Allyn and Bacon.
White, E. (1985). Teaching and Assessing Writing. San Francisco: Jossey-Bass

Publishers.
Web resources
Kent University. (n.d.). How to Create a Portfolio. (Retrieved from the World Wide
Web 21 December 2010) http://www.kent.ac.uk/careers/cv/portfolios.htm
Colorado State University (n.d.). Teaching Guide: Using Student Peer Review.
(Retrieved from the World Wide Web 21 December 2010)
http://writing.colostate.edu/guides/teaching/peer/
Penn State College of Engineering. (2004). Writing Guidelines for Engineering

and Science Students. (Retrieved from the World Wide Web 21 December 2010)
http://www.writing.engr.psu.edu/
Page 29
Appendix A- Student handouts

Please note: Appendix A contains reproduced information from within this toolkit that
may be useful to your students. For ease of reference and printing, this collection of
ready to use resources associated with various aspects of facilitating, teaching and
assessing written communication has been collated in this appendix as follows:
1. What employers, graduates and students say about written communication
skills
2. Checklists for reviewing and monitoring your writing
3. Understanding the terminology used in assignments
4. Referencing
5. A sample criteria sheet for assessing written work
Page 30
What employers, graduates and

students say about written
communication
Employers comments
Our biggest issue is writing skills. Graduates need to be able to write a report. All of our
outputs are written. [They] also need good oral communication skills and fundamental
confidence in their ability to be able to support what is being written. However, an
academic writing style is completely different from [what] we need in practice. It is the
largest failing, without question, from our point of view. What the university can do to
improve that is to give the opportunity for the practical application of real world writing
skills during course work. Not necessarily in a work placement environment, but actually
as part of the course work. There is a big difference between the way you write a report
compared with a discussion paper on criminological theory.
(Employer of Griffith Criminology and Criminal Justice Graduates, 2001)
At the risk of making a generalisation, many science graduates are not as strong in the
written area as they could be. With competition for jobs so strong in the science industry,
graduates cannot afford to lose ground in any area and poor spelling and grammar [are
areas] where it is easy to lose ground. If you send in a poorly written/spelt resum (to us
or any potential employer), you are going to be behind the eight-ball from the start.
(Employer of Griffith Science Graduates, 2001)
Students need to realise that there are different forms of communication suited to
different settings. I had a student who had done a Law degree and who came to work
with me and was giving me the sorts of notes you would put down in a brief, but not a
piece that would communicate with the audience. Different contexts require different
types of written communication.
(Employer of Griffith Law Graduates, 2003)
As an employer, I expect to see graduates who can write, spell and put a report
together that is literate, meaningful and properly researched. That is a fundamental skill
but one that, we are disappointed to say, we dont always see.
(Employer of Griffith Engineering Graduates, 2003)
Written communication skills are extremely important. People are becoming too familiar
these days with email and text message communication. Graduates need to appreciate
that were still looking for well-developed, formal, written communication skill.
(Employer of Griffith Accounting Graduates, 2004)
Page 31
Graduates and students comments

When you are writing at uni you tend to write in a format that lecturers expect. But when
you get out in the workforce you are actually writing for a different kind of population and
you cant approach it [as if] you are writing a prac or an assignment.
(Griffith Graduate, 2002)
My written communication skills are constantly improving at uni because I receive

feedback on my written assignments, which helps me to make improvements on my
writing style. I find that my writing skills are very useful in my part-time work because I
have to write lots of memos to my manager to express all sorts of details about the shift.
I am able to write these in a concise and informative manner, which is appreciated by my
manager.
(Griffith student)
In the courses Ive done, weve been taught to always ask ourselves: From what point
of view am I writing this? Who is going to read this?
(Griffith student)
Research findings
Literacy skills and written business communication skills were rated as being very
important by the employers participating in an AC Nielsen research project conducted in
Australia in 1999. It was found that job applicants who had poor skills in this area did not
fare well when seeking positions.
AC Nielsen Research Services. (1999). Employer Satisfaction with Graduate Skills. Department of
Education, Training and Youth Affairs. Canberra: AGPS.
http://www.dest.gov.au/archive/highered/eippubs/eip99-7/eip99_7pdf.pdf
Effectively, we are looking for people who can write in almost a bullet-point form. We
are no longer really looking for people who can write wonderfully flowing twenty-five
page documents, which take two hours to read.
Employers want graduates who can write for a variety of audiences. Graduates may be
experienced in producing academic texts such as essays, laboratory reports and
dissertations, but they are not always proficient in other forms of written communication,
especially business communication.
Page 32
Checklists for reviewing and

monitoring your writing
Before you start, ask yourself:
1. For whom am I writing?
You need to consider your intended audience. Are you writing something for other students, lecturers/tutors, or a
prospective employer? Once you have identified your audience you can tailor your writing to meet their
expectations and background knowledge. This will enable you to decide what sort of information, what level of
complexity, and how much detail is required. Is it worth doing?
2. Why am I writing?
What is the purpose of your writing? You may be explaining something, presenting an argument, an evaluation, a
report, or merely a giving a description of some event or process. However, it is important to be clear about what
you are doing and what impact you want it to have on the audience.
3. How am I going to write?
How will you go about organising your time in terms of planning, drafting and revising what you write? How will you
structure material for maximum clarity and coherence?
Adapted from: Charles Darwin University. (n.d.). Academic Writing: Inclusive Language Grammatical
Issues. (Retrieved from the World Wide Web 21 December 2010)
http://learnline.cdu.edu.au/studyskills/academic/writing-style/inclusive-language.html
Page 33
Checklist for reviewing and monitoring your writing

1.
In the essay introduction have you:
taken account of the interests of your reader and identified possible sources of resistance?
analysed what the question requires you to do?
defined the scope of your topic without being apologetic?
attracted the readers attention early, either using a thesis statement or in some other way?
included a clear, arresting thesis statement, or planned one to use later in the essay?
orientated your reader, either using a forecasting statement or another method?
2.
In the body of your essay have you:
considered using an organising framework for your paragraphs?
ensured that each paragraph has one central idea?
ensured your paragraphs support the essays main idea or relate to it in some other way?
used appropriate evidence, illustrations and arguments to support each paragraphs main
ideas?
made links between preceding and following paragraphs and from the paragraphs to the
essays main idea?
included a final statement that either sums up the central idea of each paragraph, suggests
implications or provides one or more of the linkages mentioned in the previous point.
3.
In your conclusion have you:
summarised the main evidence in the essay?
linked ideas and evidence back to the main ideas?
provided rounding off or evaluative comments, or pointed to implications or possible further

developments?
dealt with any possible objections on the part of the reader?
avoided introducing unrelated material?
Tick
Page 34
4.
In the essay as a whole have you:
established and maintained an appropriate style and tone?
provided signposts for your reader through the essays structure, headings and transition
words?
avoided overly complex words and used acronyms and jargon judiciously?
made conscious decisions about the use of first, second or third person pronouns,
contractions, direct questions, run-on expressions and quotations?
used an appropriate level of grammatical correctness?
proofread your work several times for clarity, brevity, spelling and typographical errors?
Baker, E., Barrett, M. & Roberts, L. (2002). Working Communication. Brisbane: John Wiley & Sons Australia,
pp. 211-212.
Page 35
Understanding the terminology used in

assignments
Reference list of commonly used terms in writing assignments
Account for
Give an explanation as to why
Analyse
1.
2.
Assess
Decide the value of
Compare
Discuss x and y in terms of their similarities and differences
Contrast
Discuss x and y in terms of their differences
Critically evaluate
Articulate the arguments on both sides of an issue by arguing for and

against
Criticise
Make judgments, or show the relative merits of an argument
Define
1.
2.
Describe
Present an account of
Differentiate
Discriminate between two or more factors
Discuss
1.
2.
Enumerate
Give an item-by-item account of
Evaluate
Give a reasoned appraisal or assessment of the facts or argument

presented
Examine
Inspect and report on in detail
Explain
1.
2.
Illustrate
Offer an example or examples to

1. show how/that
2. make concrete the concept of
Indicate
Focus attention on
Interpret
Explain or bring out the particular meaning
Outline
Go through the main features of
Prove
Show by logical argument
Review
1.
2.
Summarise
Provide a brief account or an abridged version
Examine closely
Examine x in terms of its components and show how they interrelate
Explain (make clear) what is meant by

Use a definition or definitions to explore the concept of
Make x your subject

Consider and offer some interpretation or evaluation of
Make clear the details of

Show the reason for, or underlying cause of, or the means by which
Report the chief facts about

Offer a critique about
Adapted from: Peters, P. (1985). Strategies for Student Writers: A Guide to Writing Essays, Tutorial Papers,
Exam Papers and Reports. John Wiley & Sons Australia: Brisbane, p.23 and Dwyer, J. (1993). The
Business Communication Handbook (3rd ed.). New York: Prentice Hall.
Page 36
Referencing
Referencing is the familiar scholarly practice of referring to the works of other writers,
where they have supplied you with source material or particular arguments or ideas.
This may not be necessary when the same ideas are written about by many authors in
the field, but when you are expressing an idea or argument in the words of a particular
author you must acknowledge him/her as your source. Failure to do so is a form of
plagiarism (passing off someone elses work as your own) and it incurs heavy penalties.
Peters, P. (1985). Strategies for Student Writers: A Guide to Writing Essays, Tutorial Papers, Exam Papers
and Reports. Brisbane: John Wiley & Sons, Australia, p. 123.
Source material is documented for three main reasons:
To give credit to the original author;
To indicate the writers own research credibility; and
To enable others to locate the original work, or actual words.
Conventions for referencing vary between disciplines, journals and publishing houses.
The social sciences, for example, use the American Psychological Association (APA), or
Harvard conventions; medicine, health science and the sciences use the Vancouver
system; and the humanities use the Modern Language Association of America (MLA)
system.
Examples of these systems can be found as follows:
Web sites
Conventions for referencing vary between disciplines, journals and publishing
houses. The social sciences, for example, uses the American Psychological
Association (APA), or Harvard conventions; while medicine, health science and the
sciences use the Vancouver system; and the humanities uses the Modern Language
Association of America (MLA) system. Examples of these systems are as follows:
Allen & Unwin. (n.d.). Referencing Made Easy. (Retrieved from the World Wide
Web 1st October, 2010) http://www.allenandunwin.com/default.aspx?page=501
Monash University. (2006). How to Acknowledge Your Sources. (Retrieved from

the World Wide Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/
The University of Sheffield (2010). Harvard Referencing Guide HSL-DVC1.

http://www.shef.ac.uk/library/libdocs/hsl-dvc1.html
Leeds University (n.d.). Referencing. (Retrieved from the World Wide Web 1st
October, 2010) http://library.leeds.ac.uk/referencing
Monash University (2007) American Psychological Association (APA) Style

Examples. Retrieved from the World Wide Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/apa.html
Page 37
Monash University (2006) Vancouver Style (Uniform Requirements for

Manuscripts Submitted to Biomedical Journals). (Retrieved from the World Wide
Web 1st October, 2010)
http://www.lib.monash.edu.au/tutorials/citing/vancouver.html
Monash University (2009) MLA (Modern Language Association) Style Examples.

http://www.lib.monash.edu.au/tutorials/citing/mla.html
Griffith Universitys Library Research Tutorial provides valuable information for

students and academic staff on all aspects of research and referencing:
http://www.griffith.edu.au/library/workshops-training/self-help-resources/libraryresearch-tutorial (Retrieved from the World Wide Web 1st October 2010)
Electronic referencing tools

There are numerous electronic tools for managing research and information. Some
of the more well-known are:
Procite
Biblioscape
EndNote
Page 38
A sample criteria sheet for assessing

students written work
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.
Structure and
Development
Research Base
Grammar, Spelling,
Presentation
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
Professional presentation
throughout. No grammar
or spelling mistakes.
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.
Structure and plan of

assignment apparent but
development and emphasis
inconsistent.
Some evidence of research.

Occasional use of relevant
research data and theory to
support findings. References
mostly correct and in
academic style.
Sentence construction
generally correct. Some
spelling and grammar
errors. Written style
wordy or repetitive.
Acceptable presentation.
Structure and plan only

vaguely evident. Proportion
and emphasis frequently
inappropriate.
Demonstrates very limited

research with very limited or
no support material
presented. No references or
largely incorrect.
Frequent problems with

sentence construction.
Frequent spelling and
grammar errors.
No evidence of planned
structure to the report.
Proportion and emphasis
consistently inappropriate.
Demonstrates minimal
evidence of research. No
use of research data or
theoretical frameworks to
support analysis. No
references.
Written English so poor as

to be barely
understandable. Many
spelling mistakes. Very
poor presentation.
DISTINCTION
Content consistently relevant

to the topic and covers most
key issues. Clear analysis
demonstrates good
understanding.
CREDIT
Majority of the content

relevant to the topic but
significant issues not
covered. Analysis
demonstrates limited
understanding.
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.
Page 39

Written Communication Toolkit

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Written Communication Toolkit

Uploaded by

Copyright:

Available Formats

Griffith Graduate Attributes