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

By Sara Cushing Weigle

The review of language freshmen is having a transforming into impression in English language educating and utilized linguistics. a proper evaluate of students' writing talents is critical for language lecturers 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 skills are nonetheless rising. at the moment, nobody quantity has explored those matters and their implications for language instructing practitioners wishing to judge their students' writing. This ebook outlines in an obtainable demeanour the most important tenets of study within the box and supply language academics with guidance to layout and boost appropriate writing review projects for his or her students.

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Extra resources for Assessing Writing (Cambridge Language Assessment)

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Knowledge of idiomatic expressions . Knowledge of cultural references Strategic competence Assessment . Evaluating communicative situation or test task and engaging an appropriate discourse domain . Evaluating the correctness or appropriateness of the response Goal setting . Deciding how (and whether) to respond to the communicative situation Planning . Deciding what elements of language knowledge and background knowledge are required to reach the established goal Control of execution . Retrieving and organizing the appropriate elements of language knowledge to carry out the plan also between one's language knowledge and other individual characteristics, especially topical knowledge (Bachman & Palmer, 1996).

For example, Hughes (1989) argues that in general language pro®ciency testing, writing tasks that require examinees to use their own content knowledge should not be used, stating that `in language testing, we are not normally interested in knowing whether students are creative, imaginative, or even intelligent, have wide general knowledge, or have good reasons for the opinions they happen to hold. For that reason we should not set tasks which measure those abilities' (p. 82). On the other hand, as Douglas (2000) points out, one of the distinctive features of language for speci®c purposes (LSP) testing is the role that topical knowledge plays in de®ning the construct.

Awareness of differences across languages F. Awareness of relative pro®ciency in different languages and registers II. Discourse knowledge A. Knowledge of intrasentential and intersentential marking devices (cohesion, syntactic parallelism) B. Knowledge of informational structuring (topic/comment, given/new, theme/rheme, adjacency pairs) C. Knowledge of semantic relations across clauses D. Knowledge of recognizing main topics E. Knowledge of genre structure and genre constraints F. Knowledge of organizing schemes (top-level discourse structure) G.

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