This document discusses testing writing ability. It outlines five general components of writing: content, form, grammar, style, and mechanics. It compares composition tests and objective tests, noting advantages and criticisms of each. The current moderate position is that well-constructed objective tests correlate highly with writing ability, and composition tests can also be made reliable. Specific writing elements like grammar, style, and organization can be objectively tested through items like error recognition and sentence completion. The mechanics of writing can also be objectively tested. Improving composition tests involves taking multiple samples, clear prompts, anonymous scoring, and establishing standards before marking papers.

1. Names of Group
• Aditya nugraha putra 201012500579
• Sigit komseno 201012500577
• Muhammad saepudin 201012500576
• Anna febrianti 201012500762
• Intan sari 201012500767
• Masyita rani 201012500988

2. Chapter 7:
Testing
Writing

3. What is meant by “writing”
although the writing process has been
analyzed in many different ways, most teachers
would probably agree in recognizing at least the
following five general components:
1. Content
2. Form
3. Grammar
4. Style
5. Mechanics

4. Comparison of composition and
objective of writing
Those who have championed the essay or
composition have generally included the following
points in their defense:
1. Composition test require students to organize
their own answers, expressed in their words.
2. Composition test motivate students to improve
their writing
3. Composition test are much easier and quicker to
prepare than objective test, an important
advantage to the busy classroom teacher

5. The critics of composition testing have
usually answered along the following lines:
• Composition tests are unreliable measures
• In writing compositions students cover up
weakness by avoiding problems
• Composition test require much more scoring
time than objective tests

6. The current “moderate position” in regard
to testing writing ability, based on recent
findings, may be summarized as follows:
1. Well-constructed objective tests of the
language skills have been found to correlate
quite highly with general writing ability, as
determined by the rating of actual samples of
free writing.
2. At the same time, it’s now clear that there
are ways to administer and score
composition tests so that they, too, may be
used by themselves as reliable instrument.

7. Objective test of the elements
of writing
Testing formal grammar and style
Examples of the kinds of formal grammatical:
1. Subject-verb agreement
2. Structural parallelism
3. Case of pronouns
4. Comparison of adjectives
5. Formation of adverbs
6. Formation of irregular verbs

8. Let us now consider a few specific item
types:
1. Error recognition
2. Sentence completion

9. Testing the ability to organize
materials
it cannot be claimed that wholly successful
objective techniques have yet been found for
testing the student’s ability to organize his ideas
into unified, coherent written presentations, and
perhaps this goal will always lie beyond the
tester’s reach.

10. Testing the mechanics of writing
punctuation and capitalization, the so-
called mechanics of writing, may be tested
objectively with simple adaptations of the
completion and correction items described
earlier.

11. Improving the effectiveness of
composition test
PREPARATION OF THE TEST
1. Arrange to take several samples, rather than
just one.
2. Set writing tasks that are within the reach of
all.
3. Make the writing tasks clear and spesific
4. Allow no alternatives.

12. SCORING THE TEST
1. Decide in advance on the precise basis for
scoring.
2. If possible, treat the papers anonymously
during scoring.
3. Before marking any papers, scan a sample of
papers to decide open standards.
4. If the compositions are to be used to make
critical decisions about large numbers of
student.

13. CONCLUSION