A few studies' to date have used T-unit measures in the assess ment of writing proficiency of ESL students, particularly in the assessment of free writing and rewriting output of ESL students. In this study the investigator used T-unit measures to assess both free writing and rewriting abilities of ESL students pursuing undergraduate level work. The findings demonstrate that measures used in evalua ting writing will have to be error-free if they are to discriminate among compositions written by ESL students.
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