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In order to fulfill the communicative function of writing, the product must be readable. Writers are expected to follow the standard conventions of written English: correct spelling, punctuation, capitalization, and grammar and legible handwriting. Consequently, even if the message is communicated, readers tend to be negatively predisposed to compositions that are not presentable in their form or appearance. Teachers traditionally have been more strongly influenced by length of paper, spelling, word usage, and appearance than by appropriateness of content or organization (Charney, 1984; Moran, 1982).
Counting correct word sequences is one quantitative method of measuring and monitoring students' use of conventions. Correct word sequences (CWS) are two adjacent, correctly spelled words that are grammatically acceptable within the context of the phrase (Videen, Deno, & Marston, 1982). Capitalization and punctuation also can be considered within the sequence. To calculate the proportion of CWS:
Place a caret (^) over every correct sequence between the two words that form the sequence.
Place a large dot between every incorrect sequence. Place dots before and after misspelled words.
Example: o my ^ dog o chasd o the ^ ball^.
The first sequence is not comprised of two words but marks how the sentence was begun. (Sentence beginning to first word my is marked as an incorrect sequence because the M is not capitalized.) The last sequence is the last word to period, question mark, or other appropriate ending punctuation.
To control for length of composition either (a) time the writing sample for 3 minutes (the student may continue writing after a mark is made indicating the last word written in the 3-minute period) and/or (b) divide the number of CWS by the total number of sequences (correct and incorrect), which gives the proportion of CWS.
Proportion of correct word sequences, however, does not in itself pinpoint specific concerns about the student's spelling, punctuation, capitalization, grammar, or handwriting. The diagnostic function of assessment will only be met if the teacher also notes the student's strengths and weaknesses as in Figure 5.
Like the other assessments discussed in this article, these methods can be useful for instructional planning. A resulting IEP objective addressing conventions, for example, might read: Using a 4-step editing strategy, Kevin will reread his composition checking for correct capitals, punctuation, spelling, and overall appearance, writing a final draft with 2 or less mechanical errors.
Syntax
As discussed previously, a child's early attempts at writing move from writing single words to writing word groups and sentences (Clay, 1993). Beginning writers often produce sentences that follow a repeated subject-verb (S-V) or subject-verb-object (S-V-O) pattern. The composition in Figure 5 was written by a ten-year-old female deaf student. The beginning of the composition reveals this typical repetitious pattern to a certain degree in its first few sentences: "I go… I Ride my Horse… [I] get my Cow… I Leave My cow…" A more mature writer will vary the sentence pattern and combine short S-V and S-V-O sentences into longer, more complex sentences.
Powers and Wilgus (1983) examined three parameters of syntactic maturity: (a) variations in the use of sentence patterns, (b) first expansions (six basic sentence patterns formed by the addition of adverbial phrases, infinitives, and object complements, and the formation of simple compound sentences), and (c) transformations that result in relative and subordinate clauses. Adapting Power and Wilgus's analysis of patterns suggests a simple schema for evaluating the syntactic maturity of a student's writing:
Fragment : A group of words that does not make a complete sentence
Examples: His old shirt. Nina and Fred too.
Level 1 Repetitious use of a single pattern (simple sentences)
Example: I like my horse. I like my dog. I like my kitty. I like to feed my kitty.
Level 2 Use of a variety of simple sentence patterns.
Examples: I have a new toy. (S-V-O) It is big. (S-Vbe -Adj) It came in the mail. (S-V-PP)
Level 3 First expansions: (a) addition of an adverbial or gerund phrase, or (b) the making of a compound sentence by combining two simple sentences with the word and.
Examples: Our baby sitter sleeps all the time. To go faster, we push it. I ate the cookie and my brother ate the candy bar.
Level 4 Complex sentences (transformations in which one sentence is embedded within another as a subordinate clause)
Examples: The man wants to live where there is no pollution. Since John was late, we had to start without him.
Seldom does a student write sentences at only one level of syntactic maturity. One determines a syntactic level by analyzing all the sentences in the sample and summarizing them according to the type most often used. Occasionally one might characterize a student's syntactic level as being a transitional Level 2/Level 3 or Level 3/Level 4.
A resulting IEP objective for syntax might read: Daniel will plan, write, and revise a descriptive paragraph using mature sentences, at least half containing embedded clauses or adverbial phrases.
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