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.
C. Relevant Studies
A number of studies investigating the creative thinking ability and writing skill had been conducted by several researchers. All the studies had been carried
out in the context English as a foreign language. This section attempts to discuss the relevant studies associated with the present study in details.
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Sara Cushing Weigle, Asessing Writing, Cambridge: Cambridge University Press, 2002, pp. 110—114.
A study which entitles Exploring the Relationship of Creative Thinking to Reading and Writing was conducted by Wang. This study investigates whether
there is any significant relationship between personal creative thinking and reading and writing. The sample of this study covered 196 students who studied in
a university in Taiwan. Meanwhile, the instruments used were questionnaire which measured the personal attitudes toward reading and writing, estimated
hours spent on different reading and writing, and the participants’ background information, and creativity test i.e. Abbreviated Torrance Test for Adults. This
study arrived at a conclusion that the students spending more time on readingwriting had a significant better performance on the creativity test.
Therefore, creativity is considered to have a significant association with attitudes toward readingwriting and the amount of time spent on readingwriting.
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Next, a study under the title The Level of Creativity in English Writing among Jordanian Secondary School Students was conducted by Rababah et al.
This study aimed to investigate the level of creativity in English writing. The sample of this study encompassed 100 secondary school students in Irbid and
Amman cities in Jordan. The instrument employed was Torrance Test of Creative Thinking which was adapted and translated into the Arabic language. The findings
indicated that 65 of the participants had moderate level in terms of their creativity in English writing, 19 participants were in the low level, and 16
participants were in the high level. As a result, this study arrived at a conclusion that most of the students had moderate level of creativity in English writing.
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In addition, Pishghadam conducted a study of which title is Learner Creativity and Performance in Written Narrative Tasks. This study intended to
investigate the relationship between learner creativity and performance in written narrative tasks in the context of Iranian EFL students. The sample of this study
covered 222 students of four universities in Mashad, Iran. The instruments used consisted of a narrative written task and a questionnaire which gauge the
participants’ creativity in terms of fluency, flexibility, originality and elaboration
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Amber Yayin Wang, loc. cit.
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Luqman M. Rababah et al., The Level of Creativity in English Writing among Jordanian Secondary School Students, Arts and Design Studies, 10, 2013, pp. 25—29.
