Assessing Writing (Cambridge Language Assessment) by Sara Cushing Weigle PDF

By Sara Cushing Weigle

The overview of language inexperienced persons is having a growing to be impression in English language educating and utilized linguistics. a proper evaluate of students' writing skills is critical for language academics to be able to check the pedagogical wishes in their scholars. whereas there was a substantial physique of labor undertaken on assessing the writing talents of local audio system, the problems surrounding the review of moment language learners' writing talents are nonetheless rising. at this time, nobody quantity has explored those matters and their implications for language educating practitioners wishing to judge their students' writing. This publication outlines in an obtainable demeanour the foremost tenets of analysis within the box and supply language lecturers with instructions to layout and enhance appropriate writing evaluate initiatives for his or her students.

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An opinion essay or a process description). Content and discourse cues (called topic and genre identi®ers) in the assignment are used to search one's memory for relevant content items. g. Does this sound right? ) and, if accepted, are written down. Now the cycle repeats itself, but this time using the text written so far, rather than the original mental representation of the assignment, as a source for additional memory probes. The writing process ends when the memory probes fail to ®nd additional appropriate content.

Knowledge of phonology and morphology 1. Sound/letter correspondences 2. Syllables (onset, rhyme/rhythm, coda) 3. Morpheme structure (word-part knowledge) C. Vocabulary 1. Interpersonal words and phrases 2. Academic and pedagogical words and phrases 3. Formal and technical words and phrases 4. Topic-speci®c words and phrases 5. Non-literal and metaphoric language D. Syntactic/structural knowledge 1. Basic syntactic patterns 2. Preferred formal writing structures (appropriate style) 3. Tropes and ®gures of expression 4.

This line of research indicates that good writers spend more time planning and revising their work than novice writers, and tend to edit their The nature of writing ability 23 writing for content and organization rather than simply making surface changes to the text. Expert writers also take into account their audience, by considering among other things what a potential reader is likely to know about the subject, how much needs to be explained and what can be left implicit, and what sorts of evidence the reader will likely ®nd persuasive.

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