Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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.