Designing writing tasks in level- playing conditions of diverse groups in ESL settings calls for structural adjustment with the established notions of task design features. Yet , the culture of writing influences the actual production of the writing in ESL diverse settings notwithstanding the demands and benchmarks of writing remain the same practically for all types of professional mobility. But the challenges of diversity and wide writing achievement gaps across multi level groups or different writing cultures explains for the need to design or redesign tasks for better writing productivity. often missed in young learners.
Raashid Nehal This is an extremely important question. Like all skills, an assessment of learners/students writing competence is essential in the beginning of a course as well as along the period of an academic year. A diagnostic test helps both the teacher and the student to see what needs to be developed. Having said that, it is also important for a student/learner to get timely detailed feedback after the diagnostic test so that learner's awareness about language develops as well. In short, it is important that both theoretical aspects of writing (eg paragraph structures, topic sentences etc) are 'taught' to students, but also ample exercise to help them develop and internalise aspects of good writing.
I hope this helps.
writing skills differ class to class.First we have to know the nature and the course of the students.We have to know what type of writing skills are needed
A diagnostic as Alia suggested certainly helps. But formative feedback during a writing assignment at different draft stages, or between assignments, can help. Could be helpful to pair up strong and weak students for some writing practice activities too. And then during the writing process, as well as feedback (peers and teacher), short theoretical aspects of writing followed by practice as Alia pointed out too.
true , I agree with Carina and Aliya. But assessment concerns demands most of the time superior results in writing as this is mostly norm-referenced. But if we have to look 'formative feedback during a writing assignment at different draft stages, or between assignments ' curriculum should provide greater space and more of portfolio assessments.
I am not experienced in portfolio assessments but can see this being a worthwhile venture, and not just for the multi-level ESL classroom!
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