This document discusses various methods for assessing writing skills, including intensive writing tasks, dictation, transformation tasks, picture-cued tasks, short answer questions, ordering tasks, paraphrasing, guided questions, paragraph construction, and scoring methods. Intensive writing involves copying and rewriting sentences, while dictation and dictocomp tasks assess listening comprehension and written recall. Grammatical transformation and picture description tasks evaluate grammatical competence and use of vocabulary. Short answer, completion, and ordering exercises test reading and reordering abilities.

3. INTENSIVE (CONTROLLED) WRITING
students are supposed to copy
sentences and words, rewrite texts
and passages, order sentences
among others.

4. DICTATION AND DICTO COMP
 Dictation is basically copying what your hear
(imitative)
 Dicto comp is Rewrite a paragraph with their
recollection from what was understood
Example of dicto comp :
A paragraph is read at normal speed two or three times. In turn,
the student is asked to re-write the paragraph in their own words.

5. GRAMMATICAL TRANSFORMATION TASKS
 These tasks are used to assess grammatical
competence in the students:
 Example :
◦ Change the tenses in a paragraph
◦ Change full forms of verbs to reduced forms
(contractions)
◦ Change statements to yes/no, w-h questions
◦ Change questions into sentences
◦ Combine two sentences into one using a relative
pronoun.
◦ Change direct speech to indirect speech.
◦ Change from active voice to passive voice.

6. PICTURE CUED TASKS
SHORT
SENTENCES
PICTURE
DESCRIPTION
PICTURE
SEQUENCE
DESCRIPTION

7. 1. Short sentences
the reader looks at a picture and writes a sentences based on it.
 Test-Taker sees:
 Teacher asks:
◦ What is the woman doing?
◦ She is reading a book

8. 2. Picture Description
The student is shown a slightly more complex
picture that can picture a man on a chair, a television
in front of him, a dog besides him, etc.
Example
 The student is given a list of prepositions such as on, beside,
next to, in front, etc. and they are asked to describe the
picture by writing different sentences using the prepositions.

9. 3. Picture sequence description
 Is a sequence of 3 to 6 pictures is shown to the students, it
can provide a suitable stimulus for written production.
 The pictures should be unambiguous so that all students
reach a similar conclusion.
 The students are asked to write sentences the represent the
sequence previously shown.

10. Example of picture sequence
 Test-Taker sees:
 Teacher asks:
What is happening first?
What is happening second?
What is happening third?
What is happening last?

11.  Defining and using a word in a sentence
(collocation and morphological variants)
Example of vocabulary writing tasks
 Write two sentences, A and B. In each sentence, use the words
given.
A. play, basketball ___________
B. play, the piano ____________

12. SHORT ANSWER & SENTENCE
COMPLETION TASKS
 Short answer tasks usually go hand in hand with
reading tasks.
 Items range from simple and predictable to more
elaborate answers.

13. ORDERING TASKS
 Ordering tasks consist of putting words out
of sequence and having writers unscramble
them and putting them in their correct order.
Example ordering tasks
 Test takers read:
◦ cold / winter/ is / weather / the / in /the
◦ studying / what / you / are
◦ next / clock / is / the / the / is / picture / to
 Test writers correctly write the sentences:
◦ __________________________________________
◦ __________________________________________
◦ __________________________________________

14.  Examples of short-answer and sentence
completion tasks:
1. Alicia: Who is that?
Tony: ______________ Gina
Alicia: Where is she from?
Tony: _______________ Italy.
2. Jennifer: __________________________?
Katherine: I’m studying English.

15.  Paraphrasing
 Guided Question and Answer
 Paragraph Construction Tasks
 Strategic Options
 TWE
 Scoring Methods For Responsive and
Extensive Writing : Holistic, Primary, Analytic
 Beyond Scoring Responding to Extensive
Writing

16.  To say something in one’s words
 To avoid plagiarizing
 To offer some variety in expression

17.  Where did this story this story take place
 Who were the people in the story
 What happened first? And then?
 Why did ____ do ____?
 What did ___ think about ___?
 What is the moral of this story

18.  Topic sentence writing
 Topic development within a paragraph
 Development of main supporting ideas across
paragraphs

19.  Attending to task
 Attending to genre
1. Reports
2. Responses to Readings/Lectures/Videos
3. Narration, Description, Persuasion/Argument and
Exposition
4. Interpreting Statistical, Graphic or Tabular Data
5. Library Research Paper

20.  Established on 1986
There are six steps :
1. Carefully identify topic
2. Plan your supporting ideas
3. In the introductory paragraph, restate the topic
and the organizational plan of the essay.
4. Write effective supporting paragraphs
5. Restate your position and summarize in the
concluding paragraph
6. Edit sentence structure and rhetoric expression.

21.  Demonstrates clear competence in writing on
both the rhetorical and sytactic levels, though it
may have occasional errors 6.
 Demonstrates competence in writing on both the
rhetorical and syntactic levels, though it will
probably have occasional errors 5.
 Demonstrates minimal competence in writing on
both the rhetorical and sytactic levels 4.
 Demonstrates some developing competence in
writing, but it remains flawed on either the
rhetorical or syntactic level, or both 3.
 Suggest incompetence in writing 2.
 Demonstrates incompetence in writing1.

22.  Holistic Scoring
 Primary Trait Scoring
 Analytic Scoring

23.  Assessing Initial Stages of the Process of
Composing
 Assessing Later Stages of the Process of
Composing