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

By Sara Cushing Weigle

The evaluate of language freshmen is having a becoming impression in English language instructing and utilized linguistics. a proper overview of students' writing talents is critical for language lecturers in an effort to examine 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 evaluation of moment language learners' writing skills are nonetheless rising. at this time, nobody quantity has explored those matters and their implications for language instructing practitioners wishing to judge their students' writing. This e-book outlines in an obtainable demeanour the key tenets of analysis within the box and supply language academics with guidance to layout and enhance appropriate writing evaluate initiatives for his or her students.

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G. `de®ne X,' `argue for or against Y') they may not be able to address the task appropriately. The fourth individual component in Hayes' model is long-term memory, in which information and knowledge relevant to the writing task is stored. Long-term memory includes such things as task schemas, topic knowledge, audience knowledge, genre knowledge, and linguistic knowledge. Task schemas are de®ned as `packages of information stored in long-term memory that specify how to carry out a particular task' (p.

The task environment can be divided into the social The nature of writing ability 25 environment and the physical environment. The social environment consists of the audience (real or imagined) for one's writing, as well as any collaborators in the writing process. g. handwriting or word processing. The latter has been included in the model in part because of the profound in¯uence technological innovations have had on both the cognitive and social aspects of writing. For example, some studies have found differences in the planning and editing processes of writers using word processors as opposed to pen and paper (Gould and Grischkowsky, 1984; Haas, 1987).

While a number of other researchers have proposed models of writing since the Hayes±Flower model was ®rst introduced, I will focus on only two of them: that of Hayes (1996), itself an updated version of the Hayes±Flower model, and that of Bereiter and Scardamalia (1987). These two models complement each other, as they focus on different issues in writing. The Hayes model attempts to outline the various in¯uences on the writing process, particularly those internal to the writer, while the Bereiter and Scardamalia model addresses the different processes followed by expert versus novice writers.

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