This volume reports the results of a series of investigations of
the properties of writing tasks, their authors' intentions, and the
responses that these tasks evoked in student-writers and
teacher-raters. The volume explains how both student-writers and
teacher-raters, in their reading of the same topic/text, can arrive
at different meanings. The investigations undertaken led the
authors to make a number of recommendations about selecting
subjects, specifying audience and mode, formulating instructions,
and wording the topic. These recommendations are presented in
non-technical language in a comprehensive set of Guidelines for
Designing Topics for Writing Assessments.
General
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