Transactional Writing: Divergent Formative Assessment and Writing Plans

Abstract

Winifred M Burk*

This article seeks to raise awareness among practitioners and researchers of the potential of the writing plan as an important formative assessment tool for informing teacher’s planning and students’ learning. A review of transactional language sets the scene before convergent and divergent formative and summative assessment are considered in terms of study practice as well as preparation for examinations. As transactional writing has such a high profile in schools and colleges and becomes more difficult as higher levels of examination are undertaken the author seeks to share why she considers writing plans as a potential source for divergent formative assessment are worthy of greater consideration by practitioners and researchers.

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