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{"id":3224,"date":"2011-09-15T06:16:20","date_gmt":"2011-09-15T06:16:20","guid":{"rendered":"http:\/\/www.cherryleaf.com\/blog\/?p=3224"},"modified":"2011-09-15T06:16:20","modified_gmt":"2011-09-15T06:16:20","slug":"assessing-writing-skills-a-response-to-what-does-it-mean-to-know-how-to-write","status":"publish","type":"post","link":"https:\/\/www.cherryleaf.com\/2011\/09\/assessing-writing-skills-a-response-to-what-does-it-mean-to-know-how-to-write\/","title":{"rendered":"Assessing writing skills – a response to “What Does It Mean to Know How to Write?”"},"content":{"rendered":"

Tom Johnson has sparked a lively debate with his blog post What Does It Mean to Write?<\/a>. In the post, he wrote “It seems that writing is a spectrum skill”, providing a chart to demonstrate this:<\/p>\n

\"\"<\/p>\n

In the post’s discussion thread, a consensus seems to have been reached that you cannot define writing skills and types of documents as a spectrum on a single line.<\/p>\n

An alternative approach to assessing writing skills<\/h3>\n

I suggest the “writing spectrum” could be described more effectively, by using a radar or polar chart.<\/p>\n

\"\"<\/p>\n

By using two or more axes, we can then start to differentiate between the different skills needed for a number of writing roles. For example, we could create a diagram of skills needed to create (a) persuasive, “selling”, marketing-type documents (b) educational, “telling”, technical-type documents (c) creative writing and (d) general business communication:<\/p>\n

\"\"<\/p>\n

\"\"<\/p>\n

If we assess people’s writing skills against the same criterion, it’s likely we can get an idea as to which profession would best match their abilities.<\/p>\n

What should go on the axes?<\/h3>\n

The key question is, what should be measured? Some\u00a0initial\u00a0thoughts are:<\/p>\n