The Rights and Wrongs of
Assessing Writing
Nermin S. Eltorie
(nersaleh@aucegypt.edu)
American University
School of Continuing Education
English Studies Division
1
Introduction
Writing as a Skill within the
Communicative based curricula
 Program Objectives for the teaching of
writing in a Continuing Education Setting
 Instructors’ knowledge and experience in
teaching and assessing Writing
 Rubrics for Writing based on specific tasks

2
English Studies Division (ESD)
Curricula
Communicatively based instruction
 Culturally based orientation
 Function based language
 Workplace oriented topics
 General English courses (13 Levels)
 Novice - Elementary - Intermediate Advanced

3
Language Skills

A communicative based curricula stressing on the
oral/aural learning, placing more stress on
listening and speaking and less on writing.

Listening
Speaking
Reading
Writing



4
Writing
Function Based Writing:
 Describing qualities
 Comparing jobs
 Making requests
 Writing about the past
 Writing about culture and customs
 Describing and solving problems

5
Paragraph Writing

Function: Describing Qualities:
1.
What kind of boss would you like to
have?
Your company needs a computer
programmer. What qualities do you
think they should have?
2.
6
Informal Letter Writing

1.
2.
Function: Comparing Jobs
You recently changed your profession
from an engineer to a hotel manager.
Write a letter to a friend telling him/her
your reasons for the change.
Your sister wants to study the Arts, you
think it would be better for her to study
psychology. Write a letter and explain
why.
7
Formal Letter Writing

1.
2.
Function: Explaining customs and
habits.
Your business associate is paying a
working visit to your country for the first
time. Write a letter explaining your
country’s business and social culture.
A foreigner is visiting your country for
the first time. Write to him/her about the
do’s and don’ts of your culture.
8
Three-Paragraph Essay

Function: Expressing past regrets.
1.
You failed a job interview, write
regretting the mistakes you made.
What past events have negatively
affected your country’s progress? How
things would be different if these events
hadn’t taken place?
2.
9
Three-Paragraph Essay

1.

1.
Function: Giving belated advice and
suggestions:
How could the present economic crisis
facing the world have been avoided?
Function: Describing problems and
giving recommendations:
What is the most serious problem facing
your country these days? Give practical
solutions for this problem.
10
Paragraph Writing Rubric

Four Point Scale
Content
 Organization
 Mechanics
 Grammar & Vocabulary

11
Formal/Informal Letter Rubric

Four Point Scale
Format for formal/informal letter
 Information
 Grammar, punctuation, and word choice
 Style, tone and audience

12
Three-Paragraph Essay Rubric

Four Point Scale
Content
 Organization and style
 Grammar and vocabulary
 Mechanics

13
Short Report Rubric

Four Point Scale
Topic & Organization
 Grammar & Spelling
 Content & Information
 Vocabulary

14
Rubric for Writing Resumes

Four Point Scale
Format & layout
 Style
 Content

15
Upper Intermediate
Learners
Practice paragraph writing.
 Write formal letters for the workplace.
 Write informal letters for friends/family.
 Practice three-paragraph essays on a
variety of social, cultural and workplace
oriented topics.

16
Advanced Level Learners
Practice three-paragraph essays on a
variety of social, cultural and workplace
oriented topics.
 Practice writing resumes, CVs, and job
descriptions.
 Practice writing short reports related to the
workplace.

17