Toward a Taxonomy of Beginning Writers' Evaluative Statements on Written Compositions

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Abstract
A writer's evaluation of text plays critical, but little examined, roles in the writer's production of text and development as writer. Twenty students, grades 2-6, ranked unevaluated sets of compositions that they or anonymous peers had written; they then were prompted to discuss the factors upon which their rankings were based. Analysis of their evaluations suggests that bases for evaluations can be described in four categories: feelings aroused by text; responses to surface features; responses to text as understood; responses to craftsmanship.

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