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dc.contributor.authorListyani Listyani
dc.date.accessioned2019-10-26T06:41:31Z
dc.date.available2019-10-26T06:41:31Z
dc.date.created2017-10-28 23:05
dc.date.issued2017-01-01
dc.identifieroai:doaj.org/article:0f45a4c9bdb34dd9a70641a0f76f8708
dc.identifier1410-7201
dc.identifier2579-9533
dc.identifierhttps://doaj.org/article/0f45a4c9bdb34dd9a70641a0f76f8708
dc.identifier.urihttp://hdl.handle.net/20.500.12424/1642238
dc.description.abstractFluency and accuracy. These two things have victoriously won many teachers’ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturers’ and students’ attention. These language production measures have distracted many lecturers’ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting students’ essays? This paper tries to present the classical yet never-ending dilemmatic conflicts within the area of writing assessment. This debate still remains interesting to follow. Data were gained from close observation on documents, that is, 21 students’ essays and interviews with 2 students of Academic Writing in Semester II, 2015-2016. Four writing lecturers were also interviewed for their intellectual and critical opinions on these dilemmatic problems in assessing writing. Discussion results of FGD (Forum Group Discussion) involving all writing lecturers at the English Education Study Program at the Faculty of Language and Literature of Satya Wacana Christian University which were held in June, 2016, were also included as source of data. Hopefully, this paper gives a little more “colour” in the area of writing assessment, and gives a little enlightenment for other writing lecturers.   DOI: https://doi.org/10.24071/llt.2016.190201
dc.languageEN
dc.publisherUniversitas Sanata Dharma
dc.relation.ispartofhttp://e-journal.usd.ac.id/index.php/LLT/article/view/300
dc.relation.ispartofhttps://doaj.org/toc/1410-7201
dc.relation.ispartofhttps://doaj.org/toc/2579-9533
dc.sourceLLT Journal: A Journal on Language and Language Teaching, Vol 19, Iss 2, Pp 71-81 (2017)
dc.subjectfluency, content, accuracy, grammar, Academic Writing
dc.subjectEducation (General)
dc.subjectL7-991
dc.subjectLanguage and Literature
dc.subjectP
dc.subjectPhilology. Linguistics
dc.subjectP1-1091
dc.titleFluency or Accuracy - Two Different ‘Colours’ in Writing Assessment
dc.typeArticle
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ge.identifier.legacyglobethics:11820613
ge.identifier.permalinkhttps://www.globethics.net/gtl/11820613
ge.lastmodificationdate2017-10-28 23:05
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ge.oai.setnameLCC:Education (General)
ge.oai.setnameLCC:Language and Literature
ge.oai.setnameLCC:Philology. Linguistics
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