Proficiency In Writing

Endriss and Nygen (1998) in their study, proficiency in writing is categorized into two levels: a.basic- manifesting the ability to demonstrate a basic understanding of appropriate writing; intermediate- manifesting the ability to recognize and use the elements of good writing. b.mature- manifesting the ability to examine carefully root words and grammatical structures characteristics of a mature writing style.

Writing Proficiency can be measured into three levels according to http://www.enmu.edu/academics/excellence/assessment/students/activities/levels.html. At level 1, a student can examine and evaluate agreement among basic grammatical elements ( e.g., nouns, verbs, conjunctions); At level 2, a student can incorporate new material into

Levine (www.epsbook.com) in his book Developmental Variation and Leaning Disorders identifies the following neurodevelopmental problems and their impacts on writing. First is the attention problem which could be manifested as difficulty getting started writing assignments; easy distractibility during writing tasks; mental fatigue or tiredness while writing; inconsistent legibility in writing; uneven writing tempo; many careless errors; and poorly planned papers and reports. The spatial ordering problem may be manifested itself in the writing as poor use of lines on the paper; organizational problems, uneven spacing between letters and many misspelled words. Having difficulty putting or maintaining letters, processes, or ideas in order are manifestations of sequential ordering problem. This can be seen on their poor letter formation, transposed letters and letter omissions, poor narrative sequencing and lack of transitions. Another is the memory problem which can be measured in writing as poor vocabulary, many misspelled words and frequent capitalization, punctuation, and grammar error. A language problem is determined through poor vocabulary; awkward phrasing and unconventional grammar; inappropriate use of colloquial language; difficulty with sentence structure and word order; trouble reading what is written. Another problem which could be experienced by most adult is the high order cognition problem. Adults who experience this are often unable to use writing to present a sound argument or convey sophisticated or abstract ideas. These are manifested in one’s trouble generating ideas or elaborating them; difficulty developing and organizing ideas; lack of opinion or sense of audience; and difficulty with writing tasks that requires creativity and or critical