| Abstrakt: |
The article presents an assessment of the impact of evaluation on developing writers in terms of giving grades and taking tolls. The author describes the experience with assessment as a tool in exploring whether these assessment practices effectively usher to academic discourse. The paper presents a case study of a student and the teacher who gives the feedbacks to the works written and submitted for evaluation. It also discusses the issue of struggling writers in areas of original thinking, organizational strategy, topic sentences, and focus. |
