Assessing Writing
LANGUAGE AND LITERATURE TEACHING EVALUATION
(Lecturer: Ahmad Munir, Ph. D)
ASSESSING WRITING
Presented by : 1. ISPARWATI 2. SAKEUS SURBAKTI 3. USWATUN HASANAH
POST GRADUATE PROGRAM
ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM SURABAYA STATE UNIVERSITY 2013
LANGUAGE ASSESSMENT
PRINCIPLE AND CLASSROOM PRACTICES
CHAPTER 9 ASSESSING WRITING
BACKGROUND Not many centuries ago, writing was a skill that was the exclusive domain of scribes and scholar I educational or religious institution. Almost every aspect of everyday life for “common” people was carried out orally. Business transaction, records, legal documents, political and military agreements- all were written by specialist whose vocation it was to render language into the written word. Today, the ability to write has became indispensable in our global literate community.
ASSESSMENT OF WRITING As you consider assessing students’ writing ability, as usual you need to be clear about your objectives or criterions. What is you want to test: handwriting ability? Correct spelling? Writing sentences that are grammatically correct? Paragraph construction? Logical development of a main idea? Or other possible objectives. Before looking at specific task, we must scrutinize the different genres of written language (so that context and purpose are clear), types of writing (so that stages of the development of writing ability are accounted for), and micro-and-macroskills of writing (so that objectives can be pinpointed precisely).
GENRE OF WRITING 1. Academic writing: paper and general subject report, essay, composition, academically focused journal, short-answer test responses, technical report (e,g. lab report), theses, dissertations. 2. Job-related writing: messages (e.g. phone messages), letters/emails, memos (e.g. interoffice), reports (e.g. job evaluation, project reports), schedules, labels, signs, advertisements, announcements, manuals. 3. Personal writing:
(Lecturer: Ahmad Munir, Ph. D)
ASSESSING WRITING
Presented by : 1. ISPARWATI 2. SAKEUS SURBAKTI 3. USWATUN HASANAH
POST GRADUATE PROGRAM
ENGLISH LANGUAGE AND LITERATURE STUDY PROGRAM SURABAYA STATE UNIVERSITY 2013
LANGUAGE ASSESSMENT
PRINCIPLE AND CLASSROOM PRACTICES
CHAPTER 9 ASSESSING WRITING
BACKGROUND Not many centuries ago, writing was a skill that was the exclusive domain of scribes and scholar I educational or religious institution. Almost every aspect of everyday life for “common” people was carried out orally. Business transaction, records, legal documents, political and military agreements- all were written by specialist whose vocation it was to render language into the written word. Today, the ability to write has became indispensable in our global literate community.
ASSESSMENT OF WRITING As you consider assessing students’ writing ability, as usual you need to be clear about your objectives or criterions. What is you want to test: handwriting ability? Correct spelling? Writing sentences that are grammatically correct? Paragraph construction? Logical development of a main idea? Or other possible objectives. Before looking at specific task, we must scrutinize the different genres of written language (so that context and purpose are clear), types of writing (so that stages of the development of writing ability are accounted for), and micro-and-macroskills of writing (so that objectives can be pinpointed precisely).
GENRE OF WRITING 1. Academic writing: paper and general subject report, essay, composition, academically focused journal, short-answer test responses, technical report (e,g. lab report), theses, dissertations. 2. Job-related writing: messages (e.g. phone messages), letters/emails, memos (e.g. interoffice), reports (e.g. job evaluation, project reports), schedules, labels, signs, advertisements, announcements, manuals. 3. Personal writing: