Evaluación analítica de la escritura de estudiantes de 4º año básico en Chile
- Carmen Sotomayor 1
- Gabriela Gómez 1
- Elvira Jéldrez 1
- Natalia Ávila 1
- Percy Bedwell 2
- Ana-María Domínguez 2
- 1 Universidad de Chile. Chile
- 2 Fundación Educacional Arauco. Chile
ISSN: 0717-1285, 0718-5758
Year of publication: 2016
Issue: 34
Pages: 381-424
Type: Article
More publications in: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile
Abstract
The study analyzed a national sample of 2.061 writing samples of 687 fourth grade Chilean students who participated in a national writing evaluation in 2008. Three genres―story, request letter and news story―were evaluated by disaggregated rubrics created for this purpose with five criteria: adaptation to the communicative situation, coherence, cohesion, text structure and punctuation, in addition to a global assessment. The results indicate that there are significant differences in performance according to the dimension and genre evaluated. The highest levels were found in coherence and text structure and the lowest levels in cohesion. Coherence was higher in the story, while text structure was higher in the request letter. The external punctuation is more frequent than the internal and the use of “and” replaces punctuation, especially in the story. These results suggest that an evaluation and education focused on specific aspects of writing could contribute to better overall performance.