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. and 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
Nemati,M. , and Ahmadi Shirazi,M. . "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
CHICAGO
M. Nemati and M. Ahmadi Shirazi, "Writing Assessment Perspective: Too Simplistic or too Sophisticated?," Teaching English Language, 3 2 (2009): 27-63, doi: 10.22132/tel.2008.128583
VANCOUVER
Nemati M., Ahmadi Shirazi M. Writing Assessment Perspective: Too Simplistic or too Sophisticated?. TEL, 2009; 3(2): 27-63. doi: 10.22132/tel.2008.128583
