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Abstract
Direct writing requires students to write in a reasonable length. This is
different from indirect writing, in which students are just required to
give short answers or responses like "yes" or "no" and "true" or "false".
Teachers often use direct writing to assess their students' language
performance. Guided writing, summary writing and continuous
writing are examples of direct writing. These three types of direct
writing require students to write differently, and these three types of
writing test students' ability to understand and use correct grammar,
to apply language skills for interpersonal purposes, to apply language
skills for informational purposes, and to apply language skills for
aesthetic purposes (Malaysian Examinations Syndicate, 2004).
Students need to do well in the three types of direct writing as these
three writing tasks require skills that can be applied to real life needs.
As stated by Takala (1988), written language has always played a
dominant role in formal education. Typically, the acquisition of literacy
(expressed through written means) is considered to be one of the most
important tasks of the school, not only as a vehicle for learning, but as
a means of achieving other goals as well. Students through their school
life are assessed on their writing ability, both at school level and also in
national standardised examinations. Various assessment systems are
used depending on the writing task and the type of examinations.
Chapter
Chapter 1 : Part One |
Chapter 2 : Part Two |