Writing ability is perhaps one of the most challenging constructs to be defined. For writing assessment to be valid indicator of the ability in question, there is a need for a theoretical basis. The uncertainty about the theory underlying the writing construct has led to the development of rating scales, each of which focuses on a number of writing traits. This study is an attempt to provide a taxonomy of writing traits. The question this taxonomy brings into mind is: how can we limit the nature of such an all-encompassing construct? If purpose and practicality are among the justifying reasons for reducing the construct into a few features, then construct validity of writing assessment will remain under question.
Nemati, M., & Ahmadi Shirazi, M. (2009). Writing Assessment Perspective: Too Simplistic or too Sophisticated?. Teaching English Language, 3(2), 27-63. doi: 10.22132/tel.2008.128583
MLA
Majid Nemati; Masoumeh Ahmadi Shirazi. "Writing Assessment Perspective: Too Simplistic or too Sophisticated?". Teaching English Language, 3, 2, 2009, 27-63. doi: 10.22132/tel.2008.128583
HARVARD
Nemati, M., Ahmadi Shirazi, M. (2009). 'Writing Assessment Perspective: Too Simplistic or too Sophisticated?', Teaching English Language, 3(2), pp. 27-63. doi: 10.22132/tel.2008.128583
VANCOUVER
Nemati, M., Ahmadi Shirazi, M. Writing Assessment Perspective: Too Simplistic or too Sophisticated?. Teaching English Language, 2009; 3(2): 27-63. doi: 10.22132/tel.2008.128583