Academic language is the language of school. It includes academic vocabulary, particular sentence structures, ways of citing sources, conventions of formal writing. Students do not develop it through social conversation. They develop it through instruction and practice.

Grading that develops academic language requires explicit instruction in what academic language is, modeling of academic writing, and feedback that reinforces academic language use. A rubric that values academic language communicates that it matters.

For English learners and for students whose home language is not academic English, explicit instruction in academic language is often necessary. Feedback that acknowledges their developing command of academic language supports continued development.

GraideMind rubrics can include academic language as a dimension, making it clear that learning to write academically is a learning goal.

Teaching Academic Language Explicitly

Academic language should not be assumed. Students benefit from explicit instruction. Teach them the difference between social and academic language. Show them examples. Have them practice. That explicit teaching helps them develop academic language faster.

• Explicitly teach academic vocabulary used in your discipline. Define terms. Use them consistently. Show them in context.
• Teach sentence structures used in academic writing. Model how to write formal sentences. Have students practice.
• Teach conventions of academic writing: how to cite sources, how to structure paragraphs, how to signal relationships between ideas.
• Provide examples of strong academic writing. Let students see how academic language works in context.
• Provide feedback that acknowledges developing command of academic language and shows how to use it more effectively.

Valuing Both Content and Language

In a rubric that includes academic language, that dimension should be weighted appropriately but not overwhelm content. A student who has strong ideas but is still developing academic language should be recognized for content while receiving support for language development.

That balance recognizes that both are important and that students can improve in both.

Feedback That Develops Academic Language

Feedback on academic language should identify what the student did well and point to specific ways to use more formal or more precise language. A comment like 'You developed this idea clearly using conversational language. How could you express this idea using more formal academic language?' teaches the student to translate their thinking into academic register.

That kind of developmental feedback supports growth in academic language.

Academic Language Across Disciplines

Each discipline has its own academic language. History uses different academic language than science. When students encounter consistent academic language across disciplines, they develop deeper understanding of what academic language is and how it functions.

That discipline-specific academic language development is valuable preparation for college and professional contexts.