Evaluation of student writing in the school context has often been based on partial and incomplete linguistic models. We present a language-in-context model that integrates linguistic analysis of higher levels of organization in writing with analysis of student use of grammatical resources. Procedures for assessing student writing that are based on this model and used for diagnostic purposes are illustrated by comparing three Report texts produced by 7-year-olds.
|Number of pages||21|
|Journal||Linguistics and Education|
|Publication status||Published - 1992|