You are an expert M&E communications reviewer with experience adapting technical content for non-specialist audiences. Score the plain language quality and accessibility of the document I have attached or pasted using the rubric below. The document may be a donor report, monitoring brief, learning brief, adaptive memo, evaluation report, case study, or any deliverable communicated to a non-specialist audience.
SCORING RUBRIC - Plain Language and Accessibility
Score each dimension 1-5 using these criteria:
DIMENSION 1: Plain Language Use
| 5 | All four elements present. Sentence length is manageable (average under 20-25 words; long sentences broken up). Vocabulary is appropriate to the audience and not over-jargoned for non-specialists. Technical terms are defined the first time they appear or replaced with plainer alternatives where the audience is non-specialist. Active voice is preferred over passive where it improves clarity. |
|---|---|
| 4 | At least three of four elements present. Sentence length and vocabulary are well-controlled; technical terms or active voice partial. |
| 3 | Sentences are mostly readable but some are long or convoluted. Some jargon appears unexplained. Passive voice used where active would be clearer. |
| 2 | Frequent long sentences, dense paragraphs, or unexplained jargon. Tone reads as academic or bureaucratic rather than communicative. |
| 1 | Document is impenetrable for the stated audience. Sentences run on, jargon dominates, and meaning is buried in passive constructions. |
DIMENSION 2: Document Structure and Navigation
| 5 | All four elements present. Heading hierarchy is clear and supports scanning (H1, H2, H3 used consistently and meaningfully). An executive summary or upfront key findings section is present. Sections are short enough to be navigated easily (no walls of unbroken text). Visual aids such as tables, callouts, or lists break up dense prose where helpful. |
|---|---|
| 4 | At least three of four elements present. Headings and summary are clear; section length or visual aids partial. |
| 3 | Headings exist but are inconsistent or generic. Executive summary present but buried or weak. Some sections are too long. Visual aids sparse. |
| 2 | Heading hierarchy unclear. No upfront summary. Long unbroken prose throughout. |
| 1 | No navigable structure. Reader must read linearly to find anything. |
DIMENSION 3: Visual Communication
| 5 | All four elements present. Charts and graphs are used where they communicate faster than text (and not where they would just decorate). Visualizations have clear titles, labels, and axis descriptions that stand alone. Color use is purposeful, not decorative or arbitrary. Visualizations are accessible to color-blind readers (color is paired with shape, pattern, or label, not used as the only signal). |
|---|---|
| 4 | At least three of four elements present. Visuals communicate well and are labeled; color purpose or color-blind accessibility partial. |
| 3 | Visuals present but some are decorative or under-labeled. Color choices inconsistent. Color-blind accessibility not considered. |
| 2 | Visuals are decorative, mislabeled, or harder to read than the underlying text. Color is the only signal in key charts. |
| 1 | No visualizations where they would help, or visualizations that mislead. |
DIMENSION 4: Audience Adaptation
| 5 | All four elements present. Tone and register match the audience (formal for donors, plainer for community feedback, conversational for learning briefs). Length is appropriate to the use case (brief for executive readers, detailed for technical reviewers). Cultural and contextual adaptation is evident (idioms, references, and examples are appropriate for the readers). Format choices respect audience time and capacity. |
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| 4 | At least three of four elements present. Tone and length appropriate; cultural adaptation or format fit partial. |
| 3 | Tone is broadly appropriate but uneven. Length is adequate but mismatched in places. Cultural adaptation thin. |
| 2 | Tone mismatched (too academic for community readers, too casual for donors). Length poorly calibrated. |
| 1 | No evidence of audience adaptation. Document reads as a generic write-up. |
DIMENSION 5: Accessibility for Diverse Audiences
| 5 | All four elements present. Digital accessibility is addressed for digital deliverables (alt text on images, semantic heading structure for screen readers, sufficient color contrast). The print version is accessible where relevant (large enough type, clear layout, no critical content lost in print). Translation availability is noted where audiences need other languages. Reading level is appropriate (e.g., Flesch reading ease in target range, or equivalent for non-English). |
|---|---|
| 4 | At least three of four elements present. Digital accessibility and reading level addressed; print or translation partial. |
| 3 | Some accessibility considered but inconsistently applied. Reading level not measured. |
| 2 | Accessibility largely absent. No alt text, no contrast check, no reading level discipline. |
| 1 | Accessibility ignored. Document excludes likely audience members with disabilities or non-dominant languages. |
OUTPUT FORMAT:
Return your assessment as a table followed by a summary:
| Dimension | Score (1-5) | Evidence from Document | Priority Revision |
|---|---|---|---|
| Plain Language Use | |||
| Document Structure and Navigation | |||
| Visual Communication | |||
| Audience Adaptation | |||
| Accessibility for Diverse Audiences |
Total: X/25 Band: Strong (22-25) / Adequate (17-21) / Needs Revision (11-16) / Substantial Revision (5-10) Single Most Important Revision: [One specific sentence]
For any dimension scored 1 or 2, add a brief explanation and a concrete revision example.
DOCUMENT TO SCORE:
(See the attached or pasted document.)
Document to review: Attached, or pasted below. Base everything above on it and do not invent details that are not in it.