ASSESSING WRITING SARA CUSHING WEIGLE PDF

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ASSESSING WRITING SARA CUSHING WEIGLE PDF

The assessment of language learners is having a growing impact in English language teaching and applied linguistics. A formal evaluation of students writing . “Writing is a key skill in second language learning and all teachers need to evaluate their students’ writing abilities. The issues surrounding the assessment of. Sara Cushing Weigle – Assessing – Ebook download as PDF File .pdf ), Text File .txt) or read book online.

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Basic syntactic patterns 2. Similarly, foreign-language learners who are studying language for their own personal enrichment may be equally unmotivated to invest in the language, and this may influence the amount of energy and time they are willing to devote to learning how to write sxra in that language.

The fact that writing is more standardized than speaking allows for a higher degree of sanctions when people deviate from that standard. Page 1 of 1 Start over Page 1 of 1. Writinv 2, The Nature of Writing Ability, reviews literature from the fields of composition, applied linguistics, and psychology to discuss the nature of writing ability and the connections between writing and other language skills, particularly speaking and reading.

The least demanding task is to reproduce information that has already been linguistically encoded or determined Type I. The task environment can be divided into the social The nature of writing ability 25 environment and the physical environment.

Some of the questions addressed by these models include the following. Top Reviews Most recent Top Reviews.

Full text of “Sara Cushing Weigle Assessing Writing”

In marked contrast to this group is a second group of adults: Extract from Communicative language testing by CJ Weir, She also considers the politics of writing assessment, and the on-going tensions among different stakeholders about the nature of writing assessment, the ways in which these should be scored and interpreted, and the kinds of evidence that need to be provided to support the validity of the inferences and uses we make of the results of writing assessments.

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The discussions earlier in this chapter provide some insights into what areas of knowledge may be implicated in these differences. In a language test and I am still considering writing tests to be a subset of language tests for the purposes of this discussionwe are primarily interested in language ability, not the other components of language use that are involved in actual communication.

In addition to these factors, the ability and opportunity to write in a second language are also determined by other considerations.

While Kaplan’s original thesis has been subjected to a number of criticisms asssssing Brown,and Leki,for summaries of these criticismsthe idea of contrastive rhetoric has vushing re- gained respectability, as it has become clear to researchers that many aspects of writing are influenced by culture. Finally, lin- guistic knowledge includes knowledge about the language resources that are brought to bear in the writing process. In addition, poor reading comprehension skills may limit one’s ability to evaluate one’s own writing, as mentioned previously in this chapter.

But while the history of writing assessment goes back for centuries, it continues to be one of the most problematic areas of language use to assess. Thus, when we speak of strategic competence in writing, we mean not just general problem- solving abilities, but the abilities described in the models of writing presented in Chapter 2: Instead of attempting an all- encompassing definition, then, it may be more useful to begin by delineating the situations in which people learn and use second languages in general and second-language writing in particular, and the types of writing that are likely to be relevant for second-language writers.

In some cases they may be included in the definition of the ability we are interested in testing, whereas in others, we may want to reduce their effect on test takers’ performance and thus on their test scores.

Assessing Writing

Checklist for portfolio contents from Portfolio plus: An overview of writing assessment: Assessing long as there is a match between the expectations of the reader and those of the writer, the reader will be able to make a coherent interpretation of the text. Task schemas are defined as ‘packages of information stored in long-term memory that specify how to carry out a particular task’ p.

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The solutions to the rhetorical and content problems become the input for the knowledge -telling process, during which the actual written text is produced.

Customers who bought this item also bought. It is the overall usefulness of the test that is to be max- imized, rather than the individual qualities that affect usefulness.

Strategic competence is defined by Bachman and Palmer as ‘a set of metacognitive components, or strategies, which can be thought of as higher order executive processes that provide a cognitive manage- ment function in language use, as well as in other cognitive activities’ Conventions of language voice, tone, style, accuracy, mechanics are important as well, but frequently these are seen as secondary matters, to be ad- dressed after matters of content and organization.

Afandi rated it did not like it Feb 05, See Swales,for a thorough discussion of genres, particularly in academic writing. Thus, construct validation is specific to each test and depends crucially on the definition of the ability of interest for a particular testing context.

Morpheme structure word-part knowledge C.

Assessing Writing – Sara Cushing Weigle – Google Books

Goal setting involves deciding to write the letter, to accomplish this purpose. Within the cushinv classroom, other types of writing may be used, although for most second-language learners in these two cate- gories these will be restricted to the first two levels of cognitive demands. More recent formulations of the components of language ability are dis- cussed in Chapter 3; for the purposes of this chapter, however, Table 2.