Evaluation of writing skill - Assessment Techniques - Teacher's Role in the development of writing skill

1. Skill of Writing
Evaluation of writing skill -
Assessment Techniques - Teacher's
Role in the development of
writing skill
M.Vijayalakshmi
Assistant Professor

2. Unit – 5 :
Skill of Writing

3. Unit – 5 :
Skill of Writing
5.1 Writing as a complex skill - Difference between
Oral and Written communication.
5.2 Components of Effective written
communication.
5.3 Role of language - style, content and
presentation, effective use of vocabulary.
5.4 Writing for mass media and Journalism.
5.5 Evaluation of writing skill - Assessment
Techniques - Teacher's Role in the development
of writing skill.

4. Unit – 5 :
Skill of Writing
5.5 Evaluation of writing skill -
Assessment Techniques - Teacher's
Role in the development of
writing skill.

5. Evaluation of writing skill -
Assessment Techniques

6. • Many standardized writing
assessments, such as the ERB
(Educational Records Bureau), the
SAT (Scholastic Aptitude Test), or
state writing assessments, evaluate
compositions on the following six
criteria:

7. Topic Development
Organization
Support
Sentence Structure
Word Choice
Mechanics

8. An effective writing process should lead to a
successful product. A writing product fulfills its
communicative intent if it is of appropriate
length, is logical and coherent, and has a
readable format. It is a pleasure to read if it is
composed of well-constructed sentences and
a rich variety of words that clearly convey the
author's meaning.

9. • When various conceptual models of writing
are compared side by side (Isaacson, 1984)
five product variables seem to emerge:
• Fluency
• Content
• Conventions
• Syntax
• Vocabulary

10. Rating a child's early attempts at
writing (Clay, 1993)
• Language Level
• Record the highest level of linguistic
organization used by the child:
1. Alphabetical
2. Word (any recognizable word)
3. Word group (any two-word phrase)
4. Sentence (any simple sentence)
5. Punctuated story (of two or more
sentences)
6. Paragraphed story (two themes)

11. Assessment summary sheet
Writing Portfolio Summary
Student: Teacher:
Date: Genre:
Fluency
Number of Words
Approximate Time
Content
Structure (Beginning, middle, end; story schema or other
text structure)
Cohesion (Adherence to topic; use of key words)
Originality (Unique point of view; attempts at humor)
Conventions
% Correct Word Sentences
Spelling Problems, punctuation or capitalization errors,
grammar, other
Syntax
% Fragments
Level 1 (simple repeated)
Level 2 (simple varied)
Level 3 (expansions)
Level 4 (complex)
Vocabulary
Unique/Mature Words

12. Teacher's Role
in the development of
writing skill.

13. While teaching writing, a teacher has to
his eyes fixed on the following items…
• How to write simply, correctly and in an
idiomatic form of the language in the longer run
• To increase the active vocabulary of the student
• Development of the logical and clear, to the
point thinking
• Organization of the ideas and thought
• Development of the imagination of the learners
and
• A free self-expression without much difficulty

14. To achieve the above objectives…
• More of oral work for practice, before
written work
• Presenting a suitable model, to be followed
by them
• Class interest, purpose, utility and motivation
to be seen
• Coordinated and graded exercises, from the
text books be taken
• Free and fair class work, without tension or
fear of work

15. • Situations, perceptions, Experiences be
selected for pupils
• Minute observations and correct reporting be
encouraged
• Light and proper written work be prescribed
• Formal, laboured and forced work should be
avoided
• Short and to the point writing should be
taught
• Discussion before writing may be allowed
• Original work should be suitably rewarded

16. For the improvement of the language
and the pupils expression….
• That as far as possible the correction work
should be done before the students
• After seeing all exercises, correction work can
be demonstrated on the black board as well.
Students help can also be taken here
• Mistakes of one nature can be taken at a time
and explained properly on the black board
• Children can contribute in these follow up
exercises. The teacher can pick up the items

17. • Quality of correction work should be above the
quantity. It is better if details are given
• Mistakes should be pointed out by symbols
• Time for correction work should be earmarked
• Much work may be done by oral corrections
• Remarks and grading or marks should be given
• If mistakes are more, it is better to rewrite
• Class correction, self correction and group or
mutual exchange can also help in correction, and
• Monitors and prefects can also render help

18. Written Work and Good Hand writing
• Muscle coordination helps them and bold writing
is shown
• The help of the drawing teacher can be taken
• Black board work by students may also help
• Finger movements in air, sand or water can be
done
• Curves, loops, angels, lines may be practised
• Proper writing postures should be enforced
• Rough work be stopped. Pens only be used
• Writing on hard surfaces can be helpful at the start

19. Methods adopted….
• Transcription
• Copying or transcription is the first exercise in
writing
• It helps students in learning spellings, sentence
patterns and also acquiring a good hand writing
• Students should be asked to note ‘b’ and ‘d’
• ‘P’ and ‘q’ in print as also, ‘m’ and ‘w’, ‘n’ and ‘u’
etc, are sometimes confused
• Letters may be practised in pairs.
• X and V, V and W, V and Y, I and j etc, together

20. Dictation Exercise
• After the students have learnt a few sentence
structures, a number of words, their
pronunciation or sound patterns and have
also mastered the spellings of a number of
words, this exercise can be taken up
• Transformation exercises establish a sense of
confidence in writing among the students,
the teacher may take up a dictation exercise.

21. Written exercises
• Then the teacher can start with
words, phrases, easy sentence
structures and late come to
sentences in sequences and
finally to picture or story
composition exercises

22. Words and Phrases
• He should ask students to memorise spellings
etc., as home work
• In the class he should ask students to write
down the words on the black board, when
asked
• This type of exercise would increase
competition in the class and students would
memorise the spellings side by side

23. Sentence Patterns
• The teacher should write down a
few sentences on the black board
and ask the students to substitute
the words and thus produce some
more sentences of the same
structure and pattern

24. Sentences in Sequences
• Students may be given a lot of practice in these
types of the sentences
• Practice, orally, would help them in the long run
• When they learn this, they can write any type of
short story or can attempt a picture composition
• The teacher should provide help, by correcting
their mistakes and order of sentences, if it is
notices that these are not in a proper sequence
• Students would thus learn more

25. Short Stories and Picture Compositions
• Lastly the students gain confidence by
describing short situations, accidents,
happenings, ceremonies and pictures which
are shown to them
• Writing in sentences would be developed
further and the students would learn that a
paragraph is generally one idea or thought
described this way
• Ultimately, the students would find one of
these days, that they now completely
mastered writing exercises and thus English

26. Activities for developing writing skills
• Filling the missing words in a sentence
• Writing sentences
• Changing the form of sentences
– Changing positive statements to negative
– Making plurals of sentences
– Making interrogatives from statements
• Writing answers to questions
• Composition writing
• Describing a picture

27. Sources are taken from
•Slidesharenet.com
•Web sources