NURUL RACHMANIKA PUTRI

K5-18

18018022

ASSIGNMENT

2. Type of basic writing and question example

Imitative 

Imitative writing is focused strictly on the grammatical aspects of writing.

The student simply reproduces what they see. This is a common way to
teach children how to write. Additional examples of activities at this level
include close task in which the student has to write the word in the blank
from a list, spelling test, matching, and even converting numbers to their
word equivalent.

Intensive

Intensive writing is more concern about selecting the appropriate word for a
given context. Example activities include grammatical transformation, such
as changing all verbs to past tense, sequencing pictures, describing pictures,
completing short sentences, and ordering task.

Responsive 

Responsive writing involves the development of sentences into paragraphs.

The purpose depends almost exclusively on the context or function of
writing. Form concerns are primarily at the discourse level which means
how the sentences work together to make paragraphs and how the
paragraphs work to support a thesis statement. Normally no more than 2-3
paragraphs at this level

Example activities at the responsive level include short reports, interpreting

visual aids, and summary.

Extensive

Extensive writing is responsive writing over the course of an entire essay or

research paper. The student is able to shape a purpose, objectives, main
ideas, conclusions, etc. Into a coherent paper.
 For many students, this is exceedingly challenging in their mother tongue
and is further exasperated in a second language. There is also the experience
of multiple drafts of a single paper.

Question example

1. Imitative and intensive writing

Imitative 1
Assessment Title/ Description: Imitative (1)

Annotation: At the imitative stage, form is the primary focus. Beginning-level ELLs (young to
old) need basic training in and assessment if imitative writing. Imitative writing includes the
rudiments of forming letters, words, and simple sentences. Tasks in hand such as writing letters,
words, and punctuation are within the larger domain of language assessment. One hand writing
assessment or activity is have the student copy letters or words. The assessment I have included is
one that can be used in any early English development stage. In this assessment students trace
capital letters several times. The administrator/ teacher can then ask the student to write the letter
they just traces on a blank piece of paper. The original assessment sheet (with traceable letters) is
available for download below the sample.

Citation: http://www.elcivics.com/worksheets/handwriting.html

Assessment Example: Handwriting, Copying

Capital Letters

Directions: Trace the capital letters. Write slowly and neatly.

ABCDEFGHIJKLM
NOPQRSTUVWXYZ

Download File

Imitative 2
Assessment Title/ Description: Imitative (2)

Annotation: Another type of assessment for imitative tasks is spelling and detecting phoneme-
grapheme correspondences. There are a number of tasks that are in use to assess the ability spell
words correctly. Spelling tests is the traditional means of assessing vocabulary. Scoring
emphasizes correct spelling and students must listen carefully to words being called. The example
assessment is essential ESL vocabulary that all ELLs are prepared to know and understand.

Citation: http://www.esldesk.com/spelling/basic/school

Assessment Example: Spelling Words for /school/ in English

Spelling List:
answer

ask

listen

point

read

say

spell

type

watch

write

class

student

teacher

backpack

book

Intensive (controlled) 1
Assessment Title/ Description: Intensive (controlled) (1)

Annotation: Intensive controlled writing is controlled writing, which is thought as form –focused.

Writing at this level is display writing. Students have to produce language to display their
competence in grammar, vocabulary, and sentence formation. Grammatical transformation tasks
are one of the modes of assessment to measure grammatical competence. This is easy to
administer and practical for teachers. This assessment measures the student’s ability to produce
the forms. Grammatical transformations can ask the student to change tenses of a target word in a
paragraph, yes/no statements to wh-question, rewriting sentences, change questions into
statements, etc. The sample  I included is asking the student to use contractions for negative (e.g.
don't / hadn't / wouldn't, etc.)

Citation: http://www.weebly.com/weebly/main.php#

Assessment Example: Grammatical Transformation

In these exercises, you need to take the information in the first sentence and re-write it, using the
word in bold so that the second sentence has exactly the same meaning. You cannot change the
word in bold in ANY way. You can use only a maximum of FIVE words for each space. Only use
contractions for negatives: e.g. don't / hadn't / wouldn't, etc.

1. Give me a call only if you have to buy gas for the car.
run
Unless____________ gas, don't call me.

2. Watch the new secretary carefully this week to make sure she doesn't make any big mistakes.
eye
Keep _____________ secretary this week to make sure she doesn't make any big mistakes.

3. You shouldn't be surprised at Kevin winning that tournament.

come
It____________ that Kevin won that tournament.

Original below....

Intensive (controlled) 2
Assessment Title/ Description: Intensive (controlled) (2)

Annotation: Ordering tasks at sentence level appeals to students who favor word games and
puzzles. The student orders (or reorders) a scrambles set of words into an accurate sentence. The
sample I included was withdrawn from the book of Brown & Abeywikrama. It is a Reordering
words in a sentence task. This task generates writing performance and taps into grammatical
word-ordering rules. Students have to apply logical reasoning and background knowledge to order
sentences.

Citation: (Page 272)

 Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and classroom

practices. (2nd ed.). White Plains, NY: Pearson Education.

Assessment Example: Ordering Tasks

Reordering words in a sentence [R,W]

Test-takers read:

Put the words below into a possible order to make a grammatical sentence:

1. cold/ winter/ is/ weather/ the/ in/ the

2. studying/ what/ you/ are

3. next/ clock/ the / the / is / picture/ to

Test-takers write:

1. The weather is cold in the winter. (or) In the winter the weather is cold
2. What are you studying?

3. The clock is next to the picture. (or) The picture us next to the clock

2. Responsive and extensive writing

Responsive 1
Assessment Title/ Description: Responsive (1)

Annotation: Responsive and extensive writing both range from lower-end tasks to more open-
ended tasks such as writing short reports, essays, summaries, and responses. A lower-order task is
guided question and answer. The teacher/ test administrator presents a series of questions that
serves as an outline of the written text. The teacher provides questions that will serve as a guide. I
included examples questions from the book of Brown & Abeywikrama. Guided writing texts of
students may be as long as two to three paragraphs. Writing prompts like the one I included are
similar to the ones that appear on formal tests. This method can also be used as a prompt for the
test-taker to create an outline.

Citation: (Page 276)

 Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and classroom

practices. (2nd ed.). White Plains, NY: Pearson Education.

Assessment Example: Guided Question and Answer

Guided writing stimuli

1. Where id this story take place? [setting]

2. Who were the people in the story? [characters]

3. What happened first? And then? And then? [sequence of events]

4. Why did __________do____________? [reasons, causes]

5. What did ___________think about ___________? [opinion]

6. What happened at the end? [climax]

7. What is the moral of this story? [evaluation]

Responsive 2
Assessment Title/ Description: Responsive (2)

Annotation: The Test of Written English (TWE) is a standardized test that assesses responsive
writing. student is given a topic and is allotted thirty minutes to complete their essay. The scale for
the TWE score is 1 to 6 (1=lowest and 6=highest). Scores are based on organization, development,
and language uses. Ideas should follow logically, relevant supporting details, and minimal
grammatical errors. Students are expected to include the basic essay components (introduction,
body paragraphs, and conclusion). This test was developed to address the problem on ensuring
English language proficiency for non-native speakers wishing to study at American universities

Citation:
Website:
http://www.eslbee.com/twe_practice_questions.htm
Book:
(p. 280) Douglas-Brown, H., & Abeywikrama, P. (2011). Language assessment, principles and
classroom practices. (2nd ed.). White Plains, NY: Pearson Education.

Assessment Example: Standardized Test of Responsive Writing

Sample prompts for the TWE Test (website)

1. Some people say that the best preparation for life is learning to work with others and be
cooperative Others take the opposite view and say that learning to be competitive is the best
preparation. Discuss these positions, using concrete examples of both. Tell which one you agree
with and explaining why.

Practice Essay from another resource: http://www.eslbee.com/twe_practice_questions.htm

1. When choosing a place to live, what do you consider most important:  location, size, style,
number of rooms, types of rooms, or other features?  Use reasons and specific examples to support
your answer.

Extensive 1
Assessment Title/ Description: Extensive (1)

Annotation: Extensive writing includes successful management of all the processes and strategies
of writing for all purposes. Extensive writers focus on achieving a purpose, organizing and
developing ideas logically, using relevant supporting details, and demonstrating syntactic and
lexical variety. Assessments that can be utilized to exemplify such tasks can be a lab report,
library research paper, narration, and many more. These assessments are known as strategic
options that either attend to task or to genres of writing. Extensive writing is essential an extended
version of responsive writing. Library research papers are common and effective tools in assessing
writing strategies. The teacher should establish and share these guidelines with the student. Paper
guidelines are…state purpose or goal of research, include appropriate citations, accurately
represent others findings, writers own interpretation, suggestions for further research, and
conclusion. I included an example course requirement of a research paper from actual class. The
teacher goes into detail what they paper should included and how it should be formatted. Below I
supplied possible topics that ESL students would be able to write.

Citation: http://www.esldrive.com/courseoutlines/researchpaper.html

Assessment Example: (Adapted) Writing a Research Paper

Your research paper should consist of approximately 1500 words. The basis of good research
paper is clear structure, coherent and consistent analysis of the problem, good
examples/illustrations, without mistakes in spelling, grammar, style and syntax.

You must print your title page according to the following SAMPLE (please note that this is only a
sample)

TITLE PAGE of your Paper

(12 blank lines)

PROBLEMS OF TREATMENT HEPATITIS IN CHINA (10 blank lines)

Student: English name in English and Chinese names (first name and last name) in Chinese and in
English

Possible Topics:

Same Sex Marriage

Cultural Collision

Controversial Issues (Do you agree or disagree, include information to support claim)

Cloning

Extensive 2
Assessment Title/ Description: Extensive (2)

Annotation: Another strategic option that is commonly used as an ESL assessment is responses to

readings/ lectures/ videos. Students will response will reflect the message (meaning) of the
original have accurate supporting details, express writer’s opinions, conform to the expected
length of paper and have a stance that either defends or supports the opinion effectively. A
literature response journal is a great and personal assessment tool. This assessment is not practical
in grading and time for the teacher but it does allow the students to develop meaningful texts.
Students build communication skills and improve reading comprehension, as they are scaffold
through literature response journaling. “A literature response journal can be a powerful tool for
communicating thoughts and ideas about books, poems, plays, and non-fiction texts. Journaling
allows students to experiment with a variety of writing skills and genres” (Williams). Teachers
give appropriate topics that agree with proficiency level and establish guidelines for what the
response to literature should entail. I included a sample of reader response journal prompts and a
possible format for journal entries. This is not an ESL resource but can be adapted for personal
proficiency levels and include appropriate prompts that address the student/teacher needs. The
original is available for download below the sample.

3. Micro and Macro skills of writing.

In writing, there are some aspects that have to be considered. Brown (2004:221) has
summarized all those aspects into two main skills; they are the micro skills and macro
skills of writing. Later they can be used in teaching writing as well as assessing
writing. Those skills are described as follows:

Micro skills:

 Produce grapheme s and orthographic patterns of English.

 Produce writing at an efficient rate of speed to suit the purpose.

 Produce an acceptable core of words and use appropriate word order patterns.

 Use acceptable grammatical systems (e.g., tense, agreement, pluralization),

patterns, and rules.

 Express a particular meaning in different grammatical forms.

 Use cohesive devices in written discourse.

Macro skills:

 Use the rhetorical forms and conventions of written discourse. Appropriately

accomplish the communicative functions of written texts according to form and
purpose.

 Convey links and connections between events, and communicative such relations
as main idea, supporting idea, new information, given information,
generalization, and exemplification.

 Distinguish between literal and implied meanings of writing.

 Correctly convey culturally specific references in the context of the written text.

 Develop and use a battery of writing strategies, such as accurately assessing

audience's interpretation, using prewriting devices, writing with fluency in the
first drafts, using paraphrases and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing.

In conclusion, we can say that the earlier micro skills apply more appropriately to
imitative and intensive types of writing performance in which they tend to describe
about the mechanical of writing and at the level of word, such as cohesive devices,
past verb, etc. On the other hand, the macro skill covered wider areas of writing, such
as the form and the communicative purpose of a written text, main idea and
supporting idea, the literal and implied meaning writing, etc. thus, it is not only about
a word but it is about the whole written text.

What make assessing writing difficult?

1. Clustering attending to appropriate 'chunks" o! Language~phrases,

clauses, constituents

2. Redundancy: recognizing the kinds of repetitions, rephrasing.

elaborations, and insertion; that unrehearsed spoken language often
contains, and benefiting from that recognition

3. Reductions: understanding the reduced forms that may not have been a
pm of an English learner's past learning experiences in classes when: only
formal 'textbook' language has been presented '

4.performance variables: being able to "weed out“ hesitations, false starts,

pauses, and corrections in natural writing
5. Colloquial language: comprehending idioms, slang. reduced forms shared
cultural knowledge

6. Rate of delivery: keeping up with the speed of delivery. processing

automatically as the writer continues '

7. Stress, rhythm, and intonation: correctly understanding prosodic elements

of spoken language, which is almost always much more difficult than
understanding the smaller phonological bits and pieces

8. Interaction: managing the interactive now of language from listening to

writing to reading. etc. '

8. 3 types of scoring

1. Advantages and disadvantages of the Holistic Method (based on Cohen, 1994, p.

317).

Advantages Global impression not a single ability Emphasis on achievement not

deficiencies Weight can be assigned to certain criteria Encourages rater discussion
and agreement

Disadvantages Provides no diagnostic information Difficult to interpret composite

score Smoothes out different abilities in sub- skills Raters may overlook sub-skills
Penalizes attempts to use challenging forms Longer essays may get higher scores One
score reduces reliability May confuse writing ability with language proficiency

Hyland (2003) further notices that the reliability of scores gained through the holistic
approach improves when two or more trained raters score each paper. Without
guidance, however, raters are prone to trouble and error in that they will find it
difficult to agree not only on the specific features of good writing but also on the
relative quality of the papers they are asked to rate. Nevertheless,young teachers
gradually gain the experience that will lead them to develop the confidence and skill
which will enable them to score students‘ writing consistently. According to Hyland
(2003), scoring rubrics or guides can be used which will help teachers/raters.Such
scoring rubrics or guides are quite often bands of descriptions which correspond to
particular proficiency or rhetorical criteria. Hyland also notices that scoring rubrics
are commonly designed to suit different contexts; rubrics seek to reflect the goals of
the course and describe what writing teachers consider as good writing. This, of
course, requires that scoring rubrics be written in such a careful and precise way as to
avoid ambiguity. One possibility in writing precise scoring rubrics for writing is to
make sure that the rubrics will have multiple-step (e.g., nine- or ten-step) scales. This
should not misguide the writing teacher to think that a greater number of steps will
correspond to a more precise scoring rubric;on the contrary, it is unlikely that scorers
can reliably distinguish more than about nine bands (Hyland, 2003). It is on this
ground that most holistic rubrics found in the literature on writing assessment have
between four to six bands. Examples of holistic rubrics can be found in Cohen (1994),
Hamp-Lyons (1991), and White (1994). The following sample rubric for a
holistically-scored essay can be found in Hyland (2003, p. 228).

Sample rubric for a Holistically-Scored essay (adopted from Hyland, 2003, p. 228).
grade characteristic
a The main idea is stated clearly and the essay is well organized and coherent.
Excellent choice of vocabulary and very few grammatical errors. Good
spelling and punctuation.
b The main idea is fairly clear and the essay is moderately well organized and
relatively coherent. The vocabulary is good and only minor grammar errors.
A few spelling and punctuation errors.
c The main idea is indicated but not clearly. The essay is not very well
organized and is somewhat lacking in coherence. Vocabulary is average.
There are some major and minor grammatical errors together with a number
of spelling and punctuation mistakes.
d The main idea is hard to identify or unrelated to the development. The essay
is poorly organized and relatively incoherent. The use of vocabulary is weak
and grammatical errors appear frequently. There are also frequent spelling
and punctuation errors.
e The main idea is missing and the essay is poorly organized and generally
incoherent. The use of vocabulary is very weak and grammatical errors
appear very frequently. There are many spelling and punctuation errors.

It should be noted that a single rubric cannot and should not be used for scoring all
forms of writing regardless of their degree of complexity; rather,it is both possible and
desirable to devise more complex rubrics for complicated forms of writing. Devising
complex rubrics will of course require attention to the complexity of the writing task,
its genre, and its topic (Hyland, 2003).

2. Advantages and disadvantages of Analytic Rubrics (based on Cohen (1994) and

McNamara (1996)).
Advantages Encourages raters to address the same features Allows more diagnostic
reporting Assists reliability as candidate gets several scores Detailed criteria allow
easier rater training Prevents conflation of categories into one Allows teachers to
prioritize specific aspects.

Disadvantages May divert attention from overall Rating one scale may influence
others Very time consuming compared with holistie method Writing is more than
simply sum of its Favors essays where scalable info is easily extracted Descriptors
may overlap or be ambiguous cssay effect parts.

Analytic scoring was suggesting in response to the inherent flaw in holistic scoring:
that features of good writing should not be collapsed into one single score. Raters who
employ analytic scoring procedures often judge a written text against a carefully-
devised set of criteria important to good writing. Features of good writing are
classified into certain separate categories, and raters must give a score for each
category. This helps ensure that features of good writing are not collapsed into one
single overall score, and, as such, provides more information than a single holistic
score could ever do. In other words, analytic scoring procedures more clearly define
the features to be assessed by separating, and sometimes weighting, individual
components. This scoring procedure is, therefore, more effective in discriminating
between weaker texts. Analytic scoring rubrics are in wide use today, and have
separate scales for content, organization, and grammar; scales for vocabulary and
mechanics are sometimes added separately. Each of these parts is assigned a
numerical value (Hyland, 2003). The idea behind analytic scoring is that writing
quality is not a holistic unified scale; rather, it is composed of certain separate
features; as such, the tacit assumption. which underlies analytic methods of scoring is
to encourage teachers to pay close attention to the specific features of writing quality
captured in the rubrics for analytic scoring. Analytic scoring rubrics assist rater
training, and give more detailed information; they are also useful as diagnostic and
teaching tools. Through the implementation of analytic scoring rubrics, writing
teachers will be able to pinpoint weaknesses in students‘ writings which can then be
followed up by remedial instructions (Salmani Nodoushan, 2007b). Hyland (2003)
suggests that it is recommended that raters, when devising an analytic rubric, use
explicit and comprehensible descriptors that relate directly to what is taught. This
allows teachers to target writing weaknesses precisely. It also provides a clear
framework for feedback, recast, and revision. The criteria delineated in an analytic
rubric can be introduced early in the writing course to show students how their writing
will be assessed. They can also give the students an understanding of writing
properties and features which their teachers will value in their writings. Like holistic
scoring, analytic scoring, too, is not without its shortcomings. As Hyland (2003, p.
229) noticed, some critics of analytic scoring procedures ―point to the dangers of the
halo effect; results in rating one scale may influence the rating of others, while the
extent to which writing can be seen as a sum of different parts is controversia.

3. Both analytic and holistic scoring were a priori in that they assumed a
predetermined set of criteria which could distinguish good writing from poor writing,
and according to which each piece of writing could be evaluated. A tacit assumption
behind both analytic and holistic scoring is that writing is not context-sensitive;
however, traitbased approaches to scoring writing are context-sensitive and, as such,
differ from both holistic and analytic scoring methods. They do not presuppose that
the quality of a text can be based on a priori views of good writing (Hyland, 2003).
Rather, as Hamp-Lyons (1991) claims, trait-based instruments are designed to clearly
define the specific topic and genre features of the task being judged. The goal that
trait-based scoring approaches is to create criteria for writing unique to each prompt
and the writing produced in response to it. Trait-based approaches are therefore task-
specific.

As Hyland (2003) suggests, trait-based approaches fall into two main categories:
(a) primary-trait scoring, and (b) multiple-trait scoring. The following sections
provide a separate description of each scoring system:

6.3.1 Primary-Trait Scoring Primary-trait scoring is in some way similar to holistic

scoring in that in primarytrait scoring, too, one score is assigned to the criteria
intended for scoring; however, it differs from holistic scoring in that the criteria
intended for scoring a piece of writing are sharpened and narrowed to just one feature
relevant to the writing task in question (Hyland, 2003). This scoring system defines a
primary trait in the writing task which will then be scored. Very often a critical feature
of the writing task is considered to be the primary trait, and that feature is what will be
scored. Examples of primary traits to be scored include appropriate text staging,
creative response, and effective argument, reference to sources, audience design, and
so forth. Genre-based approaches to scoring writing, for instance, may address the
correct sequencing of rhetorical moves in a piece of writing as the primary trait for
which scores will be assigned. The rater will then evaluate the written text to see if the
rhetorical moves in the text have been sequenced correctly or not, and the text will be
scored accordingly. One shortcoming of primary-trait approaches is that it is not
possible to respond to everything at once. In practice, primary-trait raters quite often
find it hard to focus exclusively on the specified trait in focus; they may unknowingly
include other traits in their scoring. Another shortcoming of this scoring system is its
lack of generalization. A necessary consideration for primary-trait scoring is that a
very detailed scoring guide needs to be devised for each specific writing task. This
limits the scoring system in that it can only be practically used in courses where
teachers need to judge learners‘ command of specific writing skills rather than more
general improvement (Hyland, 2003).

6.3.2 Multiple-Trait Scoring Multiple-trait scoring is very much similar to analytic

scoring. Here, too, several features in the writing task will be scored. While analytic
scoring employs a pre-defined set of features to be scored (i.e., it is a priori), multiple-
trait scoring is task-specific, and the features to be scored vary from task to task. This
requires that raters provide separate scores for different writing features. Since each
writing task has a specific set of writing features that are relevant to it, multiple-trait
raters are expected to ensure that the features being scored are the features relevant to
the writing assessment task at hand. It is not surprising, therefore, that many raters
find multiple-trait scoring as the ideal scoring procedure for writing tasks. Multiple-
trait scoring, as Hyland (2003, p. 230) puts it, “treats writing as a multifaceted
construct which is situated in particular contexts and purposes, so scoring rubrics
can address traits that do not occur in more general analytic scales”. The examples
Hyland (ibid) provides include the ability to “summarize a course text”, “consider
both sides of an argument”, or “develop the move structure of an abstract.

Multiple-trait scoring is very flexible because each task can be related to its own
scale; the scoring system can then be adapted to the context, purpose, and genre of the
elicited writing. Due to its task-specific nature, multiple-trait scoring has clear
benefits for raters, students, and course designers. It encourages raters to attend to
‗relative‘ strengths and weaknesses in an essay. As for the students, it provides
opportunities for them to have access to detailed feedback in relation to their writing
performance; in other words, teachers can use multiple-trait scoring to identify
students‘ weaknesses and to provide them with appropriate feedback and remedial
instructions. Multiple-trait scoring also assists wash-back into instruction directly—
what is commonly known as remedial instruction (Salmani Nodoushan, 2007b).
Multiple-trait scoring, therefore, provides rich data which will inform decisions about
remedial instruction and course content. One major disadvantage of multiple-trait
scoring is that it requires enormous amounts of time to devise and administer. Another
major disadvantage is that teachers may still fall back on traditional general categories
in their scoring although traits are specific to the task (see Cohen, 1994, p. 323).