Download Text Cohesion

FRAMEWORK FOR ASSESSING STUDENT’S WRITING
Student Name:
NTCF ESL Writing Level:
Date:
Teacher comment
Action
Task description:
General Features
 Is the meaning clear?
 Are the main ideas
developed/expanded/elabora
ted/relevant?
 Does the text show
understanding of the purpose
for writing?
 Does it reflect the writer’s
other language experiences
(eg what has been
discussed, read or seen)?
 What is the length pf the
piece compared to previous
writing?
 When appropriate (eg in
narrative), dos the writer
show imagination and
creativity?
 Is there deliberate
experimentation (eg a
humorous send up of a
report)?
Text type/Genre/Form
 What type of text is this (eg
personal recount, narrative,
information report,
explanation, discussion etc)?
 Is the type appropriate for
the purpose?
 Did the writer meet select a
text type expected by the
task (eg writing a report and
not a recount as expected in
the task)?
Overall organisation
 Is the writing as a whole
structured appropriately?
(See information on text type
features on pp 106 – 107)
 Is the layout appropriate (eg
use of headings and
subheadings, basic
conventions of play scripts,
etc)?
Text Cohesion
 Are connectives used to link
ideas?
 Are appropriate connectives
used? (This will vary
depending on text type.)
Pauline Gibbons, Learning to Learn in a Second Language, pp 99 – 101.
FRAMEWORK FOR ASSESSING STUDENT’S WRITING
Teacher comment
Action
Text Cohesion
 Do pronouns have a clear
referent? (eg Is it clear who
he/she/they refers to?)
 Are pronouns used
correctly? (eg Does he/she
refer to male/female?)

Vocabulary
 Is this appropriate to the text
type? (eg Is technical
vocabulary used within a
report, or emotive,
descriptive vocabulary used
within a narrative/personal
recount?)
 Is there semantic variety
where it is appropriate (eg
the use of alternatives to
said)?
Sentence Structure/Grammar
 Is this correct (eg tense,
subject/verb agreement,
word order, use of
prepositions)?
 Is there a variety of sentence
types – simple and complex?
Punctuation
 Is this adequate for the
writing
 Is it used correctly?
 Does it enhance the
readability of the writing?
Spelling
 Is conventional spelling
used?
 Where there are
approximations, what does
the writer know about
spelling (eg knows letters
within word, wsa for was: has
phonetic knowledge, lukt for
looked)?
 Is the writer making use of
environmental print in the
classroom?
Priorities for Action:
Pauline Gibbons, Learning to Learn in a Second Language, pp 99 – 101.