Structural Features of Recount Text
This is a scoring method, in which a single mark is valued as multiple marking; also, it is conducted through noticing the impression of composition
in general. The procedure of this method is the raters are supposed to read a piece of writing rapidly and then giving a mark on it. This is supposed to be
done based on only impression. This method is considered to be as the faster method in comparison with other scoring method.
b. Analytic method It is a method which depends upon a marking scheme e.g. vocabulary,
mechanics, fluency, and relevance, etc. that the raters ponder. Also, it is regarded as a method in which the various features of a composition is
separated. c. Mechanical Accuracy or Error-Count Method
It is pondered as the most objective of all methods, yet it has less validity and considered not be used. The procedure is by counting the number of errors of a
piece of composition then deciding the scores based on the number of errors made. It is not recommended because it actually omits the real purpose of
writing, that is, communication; it simply concentrates on the students’ negative aspects of writing as well as position the students to the place in
which they must simply write by minimizing mistakes.
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In addition, Weigle also points out three kinds of scoring procedures in which two of them are similar to Hughes and Heaton’s notions above:
a. Primary Trait Scoring This scoring is initially advocated by Lloyd-Jones through their work for the
National Assessment of Educational Progress NAEP in US. In this case, this scoring method emphasizes on the success of students in writing a kind of
discourse for instance, persuasion or explanation. Also, the rating scale is has an association with the specific writing assignment. Besides, several
categories may be included in the scoring guide. The scoring rubric of primary trait scoring comprises the following things:
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J. B. Heaton, op. cit., pp. 148—149.
1 The writing task 2 A statement of the primary of rhetorical trait e.g. persuasive essay,
congratulation letter, etc. 3 A hypothesis about the expected performance on the task
4 A statement of the relationship between the task and the primary trait 5 A rating scale which articulates levels of performance
6 Sample scripts at each level 7 Explanation of the causes of each script was scored as it is.
b. Holistic Scoring It is a method in which a single score that is given to a piece of writing based
on the overall impression of the script. The procedures comprise reading quickly the piece of writing and then evaluating it based on a rating scale or
scoring rubric. Weigle, in this case, asserts that it is different from the its earlier scoring, i.e., general impression marking which is considered less
reliable because there are no criteria that is explicitly stated. c. Analytic Scoring
This is a scoring method in which several aspects of writing or criteria are used to assess a piece of writing separately. The features of criteria being rated
depends on the purpose of the assessment, for instance it may include content, organization, cohesion, register, vocabulary, grammar, or mechanics.
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In conclusion, there are several methods of scoring in writing assessment. Each method of scoring has its own criteria and characteristics. Also, each scoring
method has its own strength and weakness.