| Multiliteracies | Fail (0-14) | Pass (15- 18) | Credit (19- 20) | Distinction (21- 23) | High Distinction (24-30) |
| Short Essay 1 | |||||
| Definition of the terms ‘literacy’ and ‘multiliteracies’. | Unclear or flawed definitions of one or both terms. Either no references or they are not from bona fide sources. | Definitions demonstrate understanding of each term, drawing on at least two good references. The distinction between the two terms may be unclear. | Definitions demonstrate very good understanding of each term, drawing on more than two good references. The distinction between the two terms is clear, however an understanding of the connection between the two is evident. | Definitions demonstrate excellent understanding of each term, drawing on at least three good references. Concise comparison of the two terms. | Definitions demonstrate exemplary understanding of each term. Clearly identifies the critical elements of each and provides examples of application/use. |
| Identification of the differences between traditional literacy and multiliteracies (Total 12 marks) |
Differences between the terms not clearly identified. Lack of depth to the discussion of the terms, implying shallow understanding/conceptual error. No, vague, or incorrect examples provided. | Some differences between the terms are identified. A narrow range of characteristics are mentioned and/or discussion is superficial. Small number of mostly correct examples provided. | A number of relevant differences between the terms are identified. Discussion of the term demonstrates good understanding. A number of examples that demonstrate the practical application of the terms are provided. | Excellent discussion of the term, adeptly synthesising ideas from a number of references in a concise, cohesive and coherent paragraph(s). Accurate and relevant examples that demonstrate the practical application of the terms are provided. | The differences are expertly articulated, drawing on a number of high quality sources. Precise and highly relevant examples that demonstrate the practical application of the terms are provided. |
| Short Essay 2 | |||||
| Identification of, and explanation for, the benefit of teaching through a multiliteracies approach in contemporary classrooms. | Poor or incorrect: Identification and understanding of what teaching through multiliteracies approach means. Inadequate or flawed: explanation of benefits of teaching with multiliteracies in contemporary classrooms. Lack of awareness of inclusive practices. | Adequate: identification and understanding of what teaching through multiliteracies approach means. explanation of benefits of teaching with multiliteracies in contemporary classrooms. Some awareness of need for inclusive teaching practices. | Clear identification of what teaching through multiliteracies approach means. A good purposeful discussion demonstrating a sound understanding of how multiliteracies fosters/benefits inclusive contemporary classroom teaching practice. | Precise identification of what teaching through multiliteracies approach means. Excellent discussion that demonstrates a well-developed understanding of how multiliteracies fosters/benefits inclusive contemporary classroom teaching practice. | Concise and well-articulated identification of central elements of the benefits of teaching through a multiliteracies approach and its relevance in contemporary classrooms. |
| Explanation of how teaching with multiliteracies may support student from different language and social class background.
(Total 10 marks) |
Lack of depth to the discussion, implying shallow understanding. Discussion contains conceptual error(s) and does not address supporting the literacy needs of students from different language backgrounds and social class. No, or few/ incorrect examples of practice. | Adequate discussion addressing how a multiliteracies approach supports the literacy learning of students from different language and social class background. Provides relevant examples of teaching practice. | Discussion demonstrates good understanding of how teaching through a multi literacies approach is inclusive for students from different language and social class. Provides a number of relevant examples of teaching practice. | A very good discussion, showing very good understanding of how a multiliteracies approach supports the effective literacy learning of students from different language and social class background. Provides clear and precise examples of teaching practice. | An excellent discussion, showing insightful understanding of how a multiliteracies approach supports the effective literacy learning of students from different language and social class background. Provides pointed examples that illustrate the effects on student agency, social justice and long term educational outcomes. |
| Writing Quality
Coherence and organisation of ideas Paragraphs well-constructed /fluent writing style Appropriate spelling, grammar and punctuation. (6 marks) |
The writing lacked an organized flow and the ideas are hard to follow. Ideas deviated at times markedly from what was asked in the question. There are numerous spelling, grammar, or syntax errors throughout the response. Poor use of grammar, spelling and punctuation. | The writing has adequate coherence. Some ideas are able to be followed but there are some diversions that take the reader away from the topic in focus. Some errors in spelling, grammar or syntax that can affect the message at times. | Writing shows adequate clarity with a few insights. Writing generally organized but with minor deviation from the topic. Writing shows some clarity and has basic organisation with only most sentence/paragraphs constructed well. Some to most thoughts are expressed well in a coherent and logical manner. Some errors in spelling, grammar or syntax but they don’t impact greatly on the message. |
Writing is mostly clear, concise, and well organized with good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. Minor errors in spelling, grammar, or syntax that have little to no impact on the message. |
Writing is well-focused; arguments or perspectives are precisely defined and explained; coherent flow in developing an insightful idea demonstrated. Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. Spelling, grammar and syntax have virtually no errors. |
| Referencing (2 marks) |
No or very inadequate referencing. Referencing contains frequent significant errors and inaccuracies that significantly diminish the credibility of the essay. Some or many ideas, claims or quotes may not be referenced. No reference list, or no attempt at in-text referencing. Poor grammatical expression and frequent significant errors in spelling evident. | Referencing has some errors but they do not impact on the credibility of the essay. | Referencing is done mostly well. Some minor errors evident. | Referencing is largely accurate, correct and consistent with fewer than three minor errors identified. | Referencing is accurate, correct and consistent, with no errors identified (the odd comma or fullstop may be missing) |
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