School of Education Academic Literacy TASK overview and
preparation resource
The School of Education (SoE) Academic Literacy TASK is offered during Compulsory Course
Commencement and has been updated so that it is more closely aligned with the national
Literacy and Numeracy TEST for Initial Teacher Education. However, it is important to note
that the SoE Academic Literacy TASK does not replicate the national Literacy TEST as the School
of Education TASK is handwritten and has an additional component of a writing task.
Structure of the Academic Literacy TASK
The Academic Literacy TASK is designed to evaluate your reading and writing skills.
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Part 1a requires you to read a text of approximately 900 words, and answer a series of related
multiple questions which evaluate comprehension skills.
Part 1b requires you to write a short response to a set question that relates to the text.
Part 2 requires you to answer multiple choice questions which evaluate technical writing
skills.
Part 3 requires you to write a short letter to parents based on the information provided.
The time allocated for the SoE Academic Literacy TASK is 90 minutes. This includes reading
time. Ensure that you bring two black/blue pens in good working order.
This overview and preparation resource will enable you to begin preparing for the SoE
Academic Literacy TASK. You can also prepare by looking at the Effective Communication at
University: School of Education vUWS site and at the national Literacy and Numeracy TEST for
Initial Teacher Education sample questions: https://teacheredtest.acer.edu.au/
This resource provides some guidance in the following areas:
READING
ANSWERING MULTIPLE
CHOICE QUESTIONS
WRITING
MARKING CRITERIA
TIME AND STRESS
MANAGEMENT
READING
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Part 1a and 1b on the Academic Literacy TASK requires you to read and respond to a text of
approximately 900 words.
Reading strategies
TIP: It is important that you do not jump ahead to the multiple choice questions before
reading the text in full. You need to understand the text in order to answer the questions and also
to write your response.
Given the limited time that you have to complete the task it is important that you read actively.
Step 1: Gain an overview of the text. Look at the title of the text, the author, when and where it
was written; read the introduction, the topic sentence of each paragraph, any subheadings and
the conclusion. By doing this you gain control of the text, and then can read it in depth with a
sense of what it is about as well as a clear idea of your purpose for reading it.
Step 2: Be an active reader with a pen in your hand – make notes about the main points, jot
down any questions you might have about the text, or write down any thoughts or ideas that
arise while you are reading it. This will be particularly helpful when writing your short
response.
Develop your reading skills
If you would like to develop your reading skills further, you could visit the following sites:
http://our.murdoch.edu.au/Student-life/Study-successfully/Study-Skills/Reading-academictexts/
https://student.unsw.edu.au/effective-reading-and-note-taking
http://www.monash.edu.au/lls/llonline/reading/index.xml
https://academicskills.anu.edu.au/resources/listing/97
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Part 1 of the Academic Literacy TASK: reading comprehension
The purpose of the multiple choice questions in Part 1a of the Academic Literacy TASK is to
evaluate your comprehension of the text. Therefore it is essential that you have read and
understood the main ideas in the text before attempting to answer the multiple choice
questions.
Part 2 of the Academic Literacy TASK: writing
The purpose of the multiple choice questions in Part 2 of the Academic Literacy TASK is to
evaluate your technical writing skills. These questions assess text organisation, word usage,
syntax and grammar, and spelling. These skills, which are also evaluated in your written
responses, are discussed below in the next section.
Multiple choice question strategies
There are several strategies which can assist you in approaching multiple choice questions, but
these rely on your having read and understood the text.
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Make sure you have read the text first. This is what you are being tested on and you
are more likely to answer incorrectly if you are just searching for information out of
context.
Try to answer the question yourself THEN read through the choices. Doing this
allows you to make a more accurate choice.
Read each question and response carefully.
Each word is important so it’s vital to read and thoroughly understand each
question and the various responses to it.
Consider all the options before choosing your answer, even if the first option seems
correct.
Read the questions (and the language used) carefully, but don’t assume they contain
any ‘tricks’. Reading too much into a question usually results in a wrong answer.
Don’t leave any questions unanswered. If you are not sure of the answer to one of
the questions, and need to move on to the next question, mark the answer that you
think is most likely to be correct and then return to it later if you have time.
Writing a response to the reading
In the Academic Literacy TASK Part 1b you will be asked to write a response in answer to two
set questions. These questions will ask you to identify the main ideas in the text and to discuss
your perspectives and or experiences in relation to these ideas. Your response will be between
250-300 words.
TIP: It is important that you spend a few minutes planning your response. You might do this
through using a mind map or writing down your main points and ordering them.
Your response will ideally be two paragraphs – with one paragraph per question. Remember
that a paragraph needs to be at least 4 sentences so that you can develop the idea fully.
Question 1 will ask you to identify the main ideas in the article and this requires you to
use the language of summary so that it is clear that you are discussing the authors’ ideas
and not your own.
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A summary is an overview of a text. The main ideas are given, but most details, examples,
and formalities are left out.
In order to summarise effectively you need to paraphrase the text. When summarising it is
necessary to use language that shows that you are reporting on another writer’s text.
For example: Brown claims that …., Brown elaborates on this further by … One of the main
concepts that Brown emphasises is …. Brown suggests ….. The authors highlight ….
Use the first sentences of the summary to identify the author and their main purpose or ideas.
The wording of the original text should be changed using a variety of paraphrasing
techniques. You should not try to paraphrase specialised vocabulary.
The summary should reflect the attitude of the author towards the subject. If they are
suggesting something do not write that they are claiming it.
Because your purpose is to report essential information in a shortened form, do not add
personal comments or information from other sources.
Concentrate on key arguments and ideas.
Because you are writing such a short text it is best not to quote at all. If you do quote, then
take only a few words and ensure that you acknowledge them accurately, with quotation
marks and the page number (use the page number on the TASK document).
Question 2 will ask you to discuss your views in relation to the main ideas in the article.
This is a form of reflective writing which requires you to express your perspective on the
main ideas and to draw on your educational and /or personal experiences to support
your discussion.
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Reflective writing is often simple and direct.
Reflective writing relates to the main ideas in the text
Personal pronouns “I” and “we” can be used as you are reflecting on your own personal
experiences or perceptions.
Sample response
PLEASE NOTE: The response on the following page is taken from a previous Academic Literacy
TASK. You will be responding to similar questions about a different topic.
The example below is provided so that you have a sense of how long your response will be and
some of the necessary structural features. The text was about intercultural learning. The
questions were 1. ‘What are the main ideas outlined in the article. 2. ‘Discuss the significance of
intercultural learning to your work as a future teacher’.
Topic
sentence
introduces
main idea
including
authors’
names and
date
Topic
sentence
Use of first
person is
acceptable
when
discussing
your
perspectives
1. What are the main ideas outlined in the article?
According to Meldor and Arnott (2015) intercultural learning is
likely to receive greater emphasis in teachers’ professional
development in the future. This is because intercultural learning is
seen as vital in creating a positive working and learning
environment in schools. They point out that intercultural learning is
applicable to all stages of education from early childhood to
university. When integrated into learning experiences, it can
enhance children’s sense of belong and self in the classroom and
challenge norms and stereotypes. Additionally, Meldor and Arnott
suggest that knowledge gained through intercultural learning can
help to build stronger relationships between schools and their
communities. Furthermore, they argue that due to the pace of
globalisation and Australia’s multicultural society, intercultural
learning will need to play an essential role in any teacher’s career
and ongoing learning. (132 words)
2.‘Discuss the significance of intercultural learning to your work as a
future teacher.
Intercultural learning is significant to my work as a future teacher
both for students’ classroom experiences and teachers’ ongoing
professional development. I came to Australia as a migrant and
faced many challenges in adapting to a new school and society.
These challenges have reinforced how important it is that all
students feel accepted and comfortable in the classroom. This is
confirmed by Meldor and Arnott (2015) who point out that
intercultural learning enables students to gain a deeper
understanding of each other. Such understanding can enhance
students’ engagement in their learning experiences. It can ensure
that in all aspects of their communication, both inside and outside
class that they are respectful and also curious. As a teacher I
consider that it is very important to stimulate children’s interest in
other cultures as this can be the basis for a deeper understanding of
each other beyond their own experiences. (144 words)
Note the use of the
Authors’ names or
pronouns (eg. they)
and reporting verbs
(eg. suggest) to
signpost that this is a
summary of the
main ideas and not
the student’s
opinion
Student
refers to the
reading and
cites it
accurately
NOTE: The response is written in complete sentences. Do not use dot points or colloquial
language in your response. See links to academic writing style below.
Part 3: Writing a short letter to parents/guardians
As teachers you will need to write letters to parents/guardians about a range of matters. Part 3
of the literacy task evaluates your writing skills in terms of being able to write in different
registers. This refers to the tone and style of your writing. For example, you would write more
formally in a letter to parents/guardians than in an email to a friend.
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In the Academic Literacy TASK you will be provided with some basic information which you will
arrange into a letter to parents. For example you might be given the following information:
Dear parents/guardians, years 5-7, excursion to the zoo, Monday 8th April, travel by bus, 9am
departure.
Sample letters to parents can be found at the following links. The most important thing to note
in these examples is the clear structure and formal communication style.
 http://www.schools.nsw.edu.au/studentsupport/studenthealth/individualstud/formletters/
 https://www.nmhs.sa.edu.au/current-news/letters-sent-home/
The Academic Literacy TASK marking criteria will be used to evaluate both your written tasks.
Your response needs to be comprised of well written, well developed paragraphs using
appropriate academic style and grammatically correct sentences. See the links below next to
each of the marking criteria.
TIP: Make sure that you write clearly. You may need to practice handwriting if you do not
write very often. Write on every second line so that you can more easily edit and proofread your
paper, and markers can read it without difficulty.
The national Literacy TEST evaluates students writing according to four categories: text
organisation, word usage, syntax and grammar and spelling. These elements also inform the
School of Education Academic Literacy TASK as described below.
Text organisation is about structuring texts so that they are logical and coherent. This occurs
at the level of a whole text as well as cohesion within sentences and paragraphs. This is referred
to as text level in the SoE Academic Literacy TASK.
In the word usage category, vocabulary is assessed by students identifying the word that is
closest in meaning to a given word. This is important because writing involves not just
knowledge of words but also an understanding of how they can be used in specific contexts.
Good writers are able to draw on a wide vocabulary to present ideas precisely and concisely.
This is referred to as word level in the SoE Academic Literacy TASK.
Syntax and grammar include the use of appropriate verb forms and tenses, subject/verb
agreement, correct use of pronouns and prepositions, and punctuation. This is referred to as
sentence level in the SoE Academic Literacy TASK.
The spelling category focuses on words that are frequently misspelled and that are likely to be
part of a teacher’s personal or professional vocabulary. There is a focus on the spelling of words
with regular patterns or those that are common but have irregular forms. This is referred to as
word level in the SoE Academic Literacy TASK.
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Resources for developing and refining your writing
Your task will be marked according the criteria below.
TEXT LEVEL
SENTENCE LEVEL
WORD LEVEL
Answer responds to the
task question
Sentence structure follows
recognisable and appropriate
patterns of English
Correct verb form and tense
Appropriate
vocabulary
Structure and
development of text is
appropriate to the task
Quotations from the text
are correctly cited
Uses correct
paraphrasing techniques
Correct spelling
Appropriate use of prepositions
Appropriate use of pronouns
Correct use of articles and
singular-plural form
Correct subject/verb agreement
Appropriate punctuation
The section below is organised according the Academic Literacy TASK marking criteria which
are listed in the left hand column. Links to useful resources are listed in the right hand column.
Text level
marking criteria
Answer responds
to the task
question
Structure and
development of
text is
appropriate to
the task
Resources
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http://www.monash.edu.au/lls/llonline/study/exam/3.x
ml
http://learninghub.une.edu.au/tlc/aso/asoonline/academic-writing/question-analysis.php
Writing Paragraphs
 https://www.adelaide.edu.au/writingcentre/learning_guides/lea
rningGuide_paragraphWriting.pdf
 https://www.une.edu.au/__data/assets/pdf_file/0010/12
313/WE_Paragraphs_Academic-writing.pdf
Academic writing style
 http://services.unimelb.edu.au/__data/assets/pdf_file/000
3/541254/Academic_Style_Update_051112.pdf
 http://learninghub.une.edu.au/tlc/aso/asoonline/academic-writing/academic-style.php
 http://unilearning.uow.edu.au/main.html
Cohesion/linking between ideas
 http://services.unimelb.edu.au/__data/assets/pdf_file/001
1/1264790/Improving_cohesion_Update_051112.pdf
 http://library.bcu.ac.uk/learner/writingguides/1.33.htm
Quotations from
the text are
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http://library.westernsydney.edu.au/main/guides/referencingcitation
http://learninghub.une.edu.au/tlc/aso/aso-
correctly cited -
online/academic-writing/synthesising-evidence.php
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Uses correct
paraphrasing
techniques
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http://learninghub.une.edu.au/tlc/aso/asoonline/academic-writing/paraphrasing.php
https://student.unsw.edu.au/paraphrasing-summarisingand-quoting
Sentence level
The following websites are very helpful for revising many of the sentence level
criteria listed below: http://www.adelaide.edu.au/english-for-uni/ and
https://www.griffith.edu.au/international/englishhelp/help-yourself-resources
If you are concerned about these aspects of your writing it is recommended that you spend
some time preparing as this is where students tend to make the most mistakes.
These sites are also very useful:
 http://unienglish.curtin.edu.au/
 http://www.deakin.edu.au/study-at-deakin/international-students/deakin-university-englishlanguage-institute/independent-learning-center/grammar
 https://owl.english.purdue.edu/exercises/2/
 http://www.ed.ac.uk/files/atoms/files/grammar_for_academic_writing_ism.pdf
TIP: Students often make grammatical mistakes if their sentences are too long. Consider
whether you are trying to put too many ideas into one sentence and consider writing shorter
sentences where appropriate.
Sentence level
marking criteria
Sentence
structure
follows
recognisable
and appropriate
patterns of
English
Correct verb
form and tense
Resources
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http://www.uts.edu.au/current-students/support/helps/selfhelp-resources/grammar/sentence-structures
http://fbe.unimelb.edu.au/__data/assets/pdf_file/0009/631566/
5_Academic_Writing_1_SentenceStructure_and_Grammar.pd
f
https://www.griffith.edu.au/international/englishhelp/helpyourself-resources
https://www.adelaide.edu.au/english-for-uni/tenses/
https://www.une.edu.au/__data/assets/pdf_file/0004/10597/W
C_Grammar-Verb-tense.pdf
https://www.jcu.edu.au/__data/assets/pdf_file/0005/115565/jc
u_135937.pdf
Appropriate use
of pronouns
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https://sass.uottawa.ca/sites/sass.uottawa.ca/files/pronounsreferents_0.pdf
https://webapps.towson.edu/ows/modulePRO.htm
Appropriate use
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http://aeo.sllf.qmul.ac.uk/Files/Prepositions/prepositions.html
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of prepositions
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Correct use of
articles/use of
singular-plural
form
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Correct
subject/verb
agreement
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Appropriate
punctuation
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Word level
marking criteria
Appropriate
vocabulary
https://www.adelaide.edu.au/english-for-uni/articles/
https://www.griffith.edu.au/international/englishhelp/helpyourself-resources/articles
https://www.une.edu.au/__data/assets/pdf_file/0005/12983/W
C_Grammar-Using-articles.pdf
http://tlweb.latrobe.edu.au/ctlc/allu/skillsessentials/grammar.php
https://www.flinders.edu.au/slc_files/Documents/Yellow%20
Guides/Subject-verb%20agreement.pdf
https://www.une.edu.au/__data/assets/pdf_file/0018/12942/W
C_Grammar-Subject-verb-agreement.pdf
http://writesite.elearn.usyd.edu.au/m1/m1u3/m1u3s2/m1u3s2
_12.htm
https://student.unsw.edu.au/punctuation-guide
http://services.unimelb.edu.au/__data/assets/pdf_file/0009/47
1285/Punctuation_Update_051112.pdf
https://www.uts.edu.au/sites/default/files/article/downloads/P
unctuation%20Factsheet.pdf
Resources
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Correct spelling
https://www.adelaide.edu.au/english-foruni/prepositions/prepositions_explanations_english_for_uni.p
df
https://www.griffith.edu.au/international/englishhelp/helpyourself-resources/prepositions
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http://unilearning.uow.edu.au/academic/2e.html
http://www.monash.edu.au/lls/llonline/writing/general/academic
/3.1.xml
http://services.unimelb.edu.au/__data/assets/pdf_file/0006/4712
64/Developing_vocabulary_in_Education_Update_051112.pdf
https://www.une.edu.au/__data/assets/pdf_file/0017/10673/WC
_Spelling-rules.pdf
Proofreading, Proofreading, Proofreading (This is
very, very important).
TIP: The marking criteria provide an important guide for structuring, writing and
proofreading your responses. It is very important that you check your written task against the
marking criteria. Make sure you are familiar with these criteria and allocate the last fifteen
minutes of the task to proofread your writing against the criteria as if you were the marker.
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Read the text to yourself to make sure that it is clear and logical. Look for any common errors
that you know that you tend to make. For example, if you know that you sometimes make
mistakes with subject/verb agreement, make sure that you check your work specifically in
terms of this. Similarly, if spelling is an issue for you then compare your text against the reading
to make sure you have spelt any terminology correctly. Also ensure that your handwriting is
legible.
TIP: The importance of allowing time to proofread your written response cannot be
stressed highly enough.
Before the Academic Literacy TASK
If you are concerned about your academic literacy skills it is important that you read this
document thoroughly and access the links provided. Practice reading and writing, and use
interactive online resources to further develop your understanding and skills in English
grammar.
Anxiety: If you need to address issues of anxiety regarding the SoE Academic Literacy TASK you
might like to make an appointment to see a University counsellor who can help you with
developing strategies. Information about counselling services is available at:
http://www.westernsydney.edu.au/currentstudents/current_students/services_and_facilities/
counselling_services
What to bring on the day: Make sure that you have two pens in working order. You will be able
to make notes on the task paper and extra paper will be provided if necessary.
During the Academic Literacy TASK
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Time management is essential when undertaking the Academic Literacy TASK.
Before you start writing, look through the entire paper and determine your approach.
Divide your time into sections to ensure that you address each component of the task.
Make sure that you leave 10-15 minutes for proofreading and editing your written
responses, as well as checking your multiple choice answers.
If you anticipate that you may experience some anxiety during the task, make sure that you
have developed some strategies beforehand.
You are advised to read Text A and answer the multiple choice questions and write your
response first so that you don’t run out of time. This component of the task will take most of
your time. However, if you feel that you can manage your time well you may choose to
answer the other questions first.
If you are a student with an Academic Integration Plan please email Corinne Mcfarland
[email protected] as soon as possible so that we can ensure that
appropriate adjustments are made for your situation.
TIP: Of course the approach that you take during the task is up to you. The main thing is that
you determine which approach will work best for you and that you remain calm and focussed.
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Some useful links
Most of these links refer to exams, but much of their advice is relevant to sitting any type of task.
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http://www.utas.edu.au/__data/assets/pdf_file/0020/11549/Managing-Exam-Anxiety-andStress.pdf
https://www.adelaide.edu.au/counselling_centre/resources/brochures/exams.html
http://www.openpolytechnic.ac.nz/current-students/study-tips-and-techniques/studying-forexams/managing-your-time-in-an-exam/
https://counselling.anu.edu.au/brochure/overcoming-exam-anxiety
Following the Academic Literacy TASK
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Your task will be marked by our academic staff and you will receive an email with the
result as soon as possible.
•
If you receive an Unsatisfactory result and you are enrolled in a Professional Experience
unit this semester you will be required to withdraw from the unit. You will also be
required to meet with your Academic Literacy Advisor to develop an action plan, and to
attend academic literacy workshops and access online academic literacy resources.
This resource has been prepared by Dr Clare Power, Academic Literacy Coordinator, School of
Education, Western Sydney University.
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