REFLECTING ON CHAP.3 IN CASANAVE:''PATHS TO IMPROVEMENT"

Reflecting on Chapter 3: Paths to improvement in C., P., Casanave.

Even though it is not wise to make a claim about a panacea on improvement strategies in writing class, I personally suggest that both accuracy and fluency should be equally taken into account for practical reasons and real-life situations.

As a matter of fact, most of standardized tests, national exams (those for entrance or exit) are always time limited and scrupulously graded according to the test takers/examinees’ accuracy. When I was a marker at the Rwanda National Examination Council, I remember that students’ papers were graded based on four criteria set forth in marking schemes which were developed by teacher markers. Those components were length (word count), organization/layout (paragraphing), content (ideas/arguments) and grammar (at word and sentence level). Teachers were convinced that without enough practice in both accuracy and fluency in composition classes, students would hardly pass such exams.