A REAPPRAISAL OF THE EVALUATION OF WRITING

Abstract

This paper is a reasseSsment of the methods employed in the marking and evaluation of writing exercises. It is a study of methods that have so far been used by teachers and proposes a reorientation of perspectives and approach. By citing examples from a student's writing exercise, I suggest two approaches towards the evaluation of writing. One approach centres on the analysis of the grammatical structures employed by the student while the other approach is based on the acknowledgment of students' correct application of the rules of grammar. Practical suggestions are given on how these approaches can be applied in the classroom. Practical problems encountered in the classroom are briefly referred to and attempts are made to answer some questions on making pedagogic notions functional in the classroom. The paper is an attempt to look at the both the teacher's task of evaluation as well as the students' process of learning. It is hoped in the final conclusion, some salient and useful pointers may be offered to teachers and therefore, to the benefit of students.