Abstract
To date, Language Awareness and the evaluation of academic writing have focused primarily on learners and how their awareness of language can help them achieve better results in their writing for the academy. Only secondarily have researchers asked how assessors’ awareness of language might affect evaluations of academic writing. Since ‘language awareness’ has been thought to raise’ sensitivity to and conscious awareness’ of language in action (van Lier, 1991, p. 532; citing Donmall, 1985), and since it has been seen as ‘a means to bridge the consciousness gap within the individual’ (James & Garrett, 1991, p. 5), one can consider research on writing assessors’ evaluation practices as an attempt to gauge assessors’ sensitivity and consciousness to language and its variation. To that end, the research in this area can be seen as attempts to answer the following questions: What factors influence writing assessors? How and why do these factors influence them? Are they aware of language and language variation? Are they aware of language’s effects on their judgements?
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Maylath, B. (1997). Assessors’ Language Awareness in the Evaluation of Academic Writing. In: Van Lier, L., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4533-6_19
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DOI: https://doi.org/10.1007/978-94-011-4533-6_19
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