Self-Assessment of Writing Strengths and Needs

Self-Assessment of Writing Strengths and Needs
Formal Writing Skills Assessment

In order to select strategies and technology that will be best suited to your needs, it is important to have a clear understanding of the specific writing difficulties that you may be experiencing. Difficulties with written language can take many f orms. The following tools may be helpful in gathering more information about your strengths and weaknesses so that you can select appropriate strategies and/or assistive technology to improve your writing.

Writing Skills Checklists
Writing Samples
Editing & Proofreading Tasks
Instructor Comments on Written Work
Previous Formal Assessments or Tests

Time Saver Tip

When setting up an appointment with a disability service provider or academic counselor at your institution, it is helpful to think about and gather as much information about your writing as possible. You may want to complete and print out the q uestionnaires and tasks below and bring them with you to your appointment. This will provide your service provider with some valuable information on your writing abilities and will assist them in selecting the most appropriate strategies for improving yo ur writing.

Writing Skills Checklist

Writing checklists are quick to fill out and can help you to think about your specific strengths and weaknesses in writing. Fill out the following checklist and then check our list of resource links for your specific area(s) of difficulty.

Writing Skills Checklist

Writing Samples

A sample of your writing provides valuable information for your service provider. Past essays or assignments can be used as samples. You can also write a new sample, using one of the writing prompts listed below. Write as you normally would (e .g., if you usually use a computer to write, use one for your writing sample). You should allow yourself 15 minutes to write the sample, including planning and editing time.

Writing Sample

Additional writing topics can also be obtained from GED examinations.

Sample Topics

Editing and Proofreading Tasks

The tasks that follow are designed to give you information on your editing skills. Each task is a piece of writing that contains errors to be corrected. There are three sets of editing tasks:

Set A - short paragraphs in which you insert punctuation and capitals
Set B - longer paragraphs in which you correct punctuation, capitalization, and spelling
Set C - two paragraphs in which you correct punctuation, capitalization, spelling, and grammar (e.g. verb tense, subject/verb agreement).

Each set includes 4 tasks (2 fiction and 2 non-fiction). You do not need to complete all of the tasks, but you may want to try different types of tasks (e.g. one longer and one shorter, one fiction and one non-fiction) to see if you notice any differences in your editing skills.

Once you select a task, the computer will give you directions. It will prompt you to try different strategies for editing and will provide you with feedback on your performance.

Task A, Set 1
Task A, Set 2
Task A, Set 3
Task A, Set 4

Task B, Set 1
Task B, Set 2
Task B, Set 3
Task B, Set 4

Task C, Set 1
Task C, Set 2
Task C, Set 3
Task C, Set 4

In order to get the most information out of your performance on the editing tasks, consider the following questions:

Are you missing a lot of errors? If so, you may need to develop some editing strategies (e.g. using an editor's checklist that tells you what to look for).
Are there any patterns in your errors (e.g. if you are always missing the punctuation errors, this may indicate that you need some extra instruction or practice with punctuation rules)?
Do you feel anxious, worried, or frustrated when you are completing these tasks? If so, you may want to meet with a service provider or counselor at your institution to talk about your feelings towards writing and to come up with some strategies to help.

For resources to help you with your writing skills, click here.

If you would like more tasks, the following sites also provide some practice editing and proofreading activities with answer keys.

http://owl.english.purdue.edu/handouts/index2.html#exercises
http://www.daltonstate.edu/faculty/mnielsen/writing_lab_practice_exercises_list.htm

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Instructor Comments on Written Work

One effective way to gain feedback on your writing skills is to make an appointment with an instructor who has recently marked a written assignment or exam for you. You can ask them to comment on the areas of strength and weakness noted in you r written work.
Writing Centre staff (if applicable) or those who mark English/Communications/ESL placement tests may also be available to provide feedback on your written work and areas of need.
You can also look at the comments that your instructors have written on past essays and written assignments. Keep a record of all instructor comments on a summary sheet.

Sample Summary Sheet

Previous Formal Assessments of Tests

If you have had any formal assessment or testing of your writing skills, be sure to bring the assessment report to your current service provider. This will give them important information about your strengths and needs. If you do not have copies of these assessment reports, you can request previous testing information from your cumulative school file (available from your Board of Education, Student Records department.)


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Writing Difficulties Post-Secondary Level Assessment General Writing Strategies Assistive Technology Is AT Right for You? AT Training Resources Related Research FAQ Helpline Site Map	Self-Assessment of Writing Strengths and Needs Self-Assessment of Writing Strengths and Needs Formal Writing Skills Assessment In order to select strategies and technology that will be best suited to your needs, it is important to have a clear understanding of the specific writing difficulties that you may be experiencing. Difficulties with written language can take many f orms. The following tools may be helpful in gathering more information about your strengths and weaknesses so that you can select appropriate strategies and/or assistive technology to improve your writing. Writing Skills Checklists Writing Samples Editing & Proofreading Tasks Instructor Comments on Written Work Previous Formal Assessments or Tests Time Saver Tip When setting up an appointment with a disability service provider or academic counselor at your institution, it is helpful to think about and gather as much information about your writing as possible. You may want to complete and print out the q uestionnaires and tasks below and bring them with you to your appointment. This will provide your service provider with some valuable information on your writing abilities and will assist them in selecting the most appropriate strategies for improving yo ur writing. Writing Skills Checklist Writing checklists are quick to fill out and can help you to think about your specific strengths and weaknesses in writing. Fill out the following checklist and then check our list of resource links for your specific area(s) of difficulty. Writing Skills Checklist Writing Samples A sample of your writing provides valuable information for your service provider. Past essays or assignments can be used as samples. You can also write a new sample, using one of the writing prompts listed below. Write as you normally would (e .g., if you usually use a computer to write, use one for your writing sample). You should allow yourself 15 minutes to write the sample, including planning and editing time. Writing Sample Additional writing topics can also be obtained from GED examinations. Sample Topics Editing and Proofreading Tasks The tasks that follow are designed to give you information on your editing skills. Each task is a piece of writing that contains errors to be corrected. There are three sets of editing tasks: Set A - short paragraphs in which you insert punctuation and capitals Set B - longer paragraphs in which you correct punctuation, capitalization, and spelling Set C - two paragraphs in which you correct punctuation, capitalization, spelling, and grammar (e.g. verb tense, subject/verb agreement). Each set includes 4 tasks (2 fiction and 2 non-fiction). You do not need to complete all of the tasks, but you may want to try different types of tasks (e.g. one longer and one shorter, one fiction and one non-fiction) to see if you notice any differences in your editing skills. Once you select a task, the computer will give you directions. It will prompt you to try different strategies for editing and will provide you with feedback on your performance. A Tasks: Punctuation, Capitalization Task A, Set 1 Task A, Set 2 Task A, Set 3 Task A, Set 4 B Tasks: Punctuation, Capitalization, Spelling Task B, Set 1 Task B, Set 2 Task B, Set 3 Task B, Set 4 C Tasks: Punctuation, Capitalization, Spelling, Grammar Task C, Set 1 Task C, Set 2 Task C, Set 3 Task C, Set 4 In order to get the most information out of your performance on the editing tasks, consider the following questions: Are you missing a lot of errors? If so, you may need to develop some editing strategies (e.g. using an editor's checklist that tells you what to look for). Are there any patterns in your errors (e.g. if you are always missing the punctuation errors, this may indicate that you need some extra instruction or practice with punctuation rules)? Do you feel anxious, worried, or frustrated when you are completing these tasks? If so, you may want to meet with a service provider or counselor at your institution to talk about your feelings towards writing and to come up with some strategies to help. For resources to help you with your writing skills, click here. If you would like more tasks, the following sites also provide some practice editing and proofreading activities with answer keys. http://owl.english.purdue.edu/handouts/index2.html#exercises http://www.daltonstate.edu/faculty/mnielsen/writing_lab_practice_exercises_list.htm Instructor Comments on Written Work One effective way to gain feedback on your writing skills is to make an appointment with an instructor who has recently marked a written assignment or exam for you. You can ask them to comment on the areas of strength and weakness noted in you r written work. Writing Centre staff (if applicable) or those who mark English/Communications/ESL placement tests may also be available to provide feedback on your written work and areas of need. You can also look at the comments that your instructors have written on past essays and written assignments. Keep a record of all instructor comments on a summary sheet. Sample Summary Sheet Previous Formal Assessments of Tests If you have had any formal assessment or testing of your writing skills, be sure to bring the assessment report to your current service provider. This will give them important information about your strengths and needs. If you do not have copies of these assessment reports, you can request previous testing information from your cumulative school file (available from your Board of Education, Student Records department.)
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