Assessing Writing PDF

Series editors ! "#

Assessing Vocabulary $

Assessing Reading $
Assessing Languages for Speci®c Purposes $ %
Assessing Listening $ %"&
Assessing Writing $ %

Sara Cushing Weigle

CAMBRIDGE UNIVERSITY PRESS
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© Cambridge University Press 2002
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permission of Cambridge University Press.
First published 2002

6th printing 2009
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To my family: Clarke, Tommy, and James
Contents
Series Editors' Preface page =

Acknowledgements =
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Index .B2
ix
Series Editors' Preface
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xiv Acknowledgements
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writing in academic contexts $ #,C , # 2>>2
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IELTS specimen Materials 1995+ IELTS Handbook 2002+
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Designing and assessing effective classroom writing assignments for
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writing+ * / 2 ,, 243/2+ -+ ", 2>>?+ 1
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READ TO EVALUATE
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DISCOVERY COMPREHEND AND CRITICIZE DETECTION
new diction spelling faults

Decode Words
alternative Apply Grammar grammar faults

constructions Knowledge
puns and alternative Apply Semantic ambiguities and reference
interpretations Knowledge problems
new evidence Make Instantiations faulty logic and

and examples and Factual Inferences inconsistencies
analogies and Use Schemas and errors of fact and

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ideas for alternative Apply Genre faulty text

text structures Conventions structure
ideas for transitions incoherence
Identify Gist
and connectives
Infer Writer’s
alternative plans Intentions and disorganization
Point of View
new voice or Consider inappropriate tone or
alternative content Audience Needs complexity
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Read the topic below and then make any notes that will help you plan your response.
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on the answer sheet provided to you.
Do you agree or disagree with the following statement?

Teachers should make learning enjoyable and fun for their students.
Use specific reasons and examples to support your opinion.
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Series editors       ! "#

Assessing Vocabulary $  

Sara Cushing Weigle

© Cambridge University Press 2002

This publication is in copyright. Subject to statutory exception

First published 2002

Printed in the United Kingdom at the University Press, Cambridge

ISBN 978-0-521-78446-7 Paperback

Cambridge University Press has no responsibility for the persistence or

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