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2.2.1 Types of Writing Performance
Brown 2004:220 describes that there are four categories of writing skill area. Those four categories are as follows:
1 Imitative Writing
This category includes the ability to spell correctly. The students have to attain skills in the fundamental, basic tasks of writing letters, words, punctuation,
and very brief sentences. This level is usually for Elementary School level. 2
Intensive Controlled Writing In this category, most assessment tasks are more concerned with a focus
on form, and are rather strictly controlled by the text design. The students have to attain skills in producing appropriate vocabulary within a context, collocation,
idioms, and correct grammatical features up to the length of a sentence. This category is applied for Junior High School level.
3 Responsive Writing
This level requires the students to perform a limited discourse level, creating logically connected sequence of two or three paragraphs. It is more
focused on the discourse conventions that will achieve the objectives of the written text. It has strong emphasis on context and meaning. This skill area of
writing is usually intended for Senior High School level. 4
Extensive Writing Extensive writing implies successful management of all the processes and
strategies of writing for all purposes, such as an essay, a term paper, a thesis, etc. The writers focus on achieving a purpose, organizing and developing ideas
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logically, using details to illustrate ideas, demonstrating syntactic and lexical varieties, and so on. This level is usually for advanced learners.
2.2.2 Micro and Macro Skills of Writing
Micro and macro skills of writing are important to define the ultimate criterion of an assessment procedure. Micro skills apply more appropriately to
imitative and intensive writing, while macro skills are essential for the mastery of responsive and extensive writing. As stated by Brown 2004: 221, the micro and
micro skills of writing are as follows: 1
Micro Skills a
Produce graphemes and orthographic pattern of English. b
Produce writing at an efficient rate of speed to suit the purpose. c
Produce an acceptable core of words and use appropriate word order pattern.
d Produce an acceptable grammatical systems e.g., tense, agreement,
pluralization, pattern, and rules. e
Express a particular meaning in different grammatical forms. f
Use cohesive devices in written discourse. 2
Macro Skills a
Use the rhetorical forms and conventions of written discourse. b
Appropriately accomplish the communicative functions of written text according to form and purpose.
c Convey links and connections between events, and communicates such
relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
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d Distinguish between literal and implied meanings when writing.
e Correctly convey culturally specific reference in the context of written
text. f
Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretations, using pre writing devices, writing
with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback for revising and editing.
2.2.3 Assessment Tasks of Intensive Writing
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