SAWC: The Rubric of Chinese Deaf Students’ Writing Ability

Yachong Cui

doi:doi:10.11648/j.ijeedu.20221104.11

| Peer-Reviewed

SAWC: The Rubric of Chinese Deaf Students’ Writing Ability

Yachong Cui

Published in International Journal of Elementary Education (Volume 11, Issue 4)

Received: 22 June 2022 Accepted: 2 September 2022 Published: 4 November 2022

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Writing ability measurement, as a significant part of language proficiency measurement, plays a decisive role in the language teaching of deaf and hard of hearing (DHH) students. The measurement of writing ability can assist teachers in accurately measuring DHH students' language proficiency and evaluate the effectiveness of teaching methods. We, however, have not yet formed a complete tool to measure Chinese DHH students’ writing ability. Considering the specificity of Chinese and the importance of measuring DHH students’ writing ability, the present study aims to develop a rubric of writing ability for Chinese DHH students from a pedagogical perspective by analysing the written language of Chinese DHH students. 46 essays, across three genres, were collected from 11 elementary-aged Chinese DHH students. The findings show that the Structural Analysis of Written Chinese (SAWC) rubric, which consists of the indices of measurement and the scoring criteria, is a valid measuring tool specifically designed for the written Chinese of DHH students. It takes the T-unit as the unit of measurement. To ensure the comprehensiveness and validity of the rubric, SAWC analysed the written Chinese language from three levels, including the number of perfect T-units, flawed T-units, and nonqualified word-strings, as well as the total number and mean number of words and characters in each type of unit. Level 1 analyses the perfect T-units in the written language of DHH students. Level 2 analyses the perfect T-units and flawed T-units in the written language. Level 3 analyses all the units of the written language, including perfect T-units, flawed T-units, and nonqualified word-strings. Because of the comprehensiveness, consistency, unlimitedness, and universality, the SAWC rubric can measure the writing ability of DHH students objectively and effectively.

Published in	International Journal of Elementary Education (Volume 11, Issue 4)
DOI	10.11648/j.ijeedu.20221104.11
Page(s)	84-91
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

SAWC Rubric, DHH Students, Writing Ability, Chinese

References

[1]	Anderson, J. E. 1937. An evaluation of various indices of linguistic development. Child development 1, 62-68.
[2]	Bowers, L., Dostal, H. and Wolbers, K., et al. 2018. The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities. Education Research International 2, 1-10.
[3]	Cui, Yachong (崔亚冲). 2022. The study of Procedural and Strategic Writing Instruction for elementary-aged deaf students. Hunan University Press. [2022，听障小学生过程与策略写作教学模式研究，湖南大学出版社。]
[4]	Golub, L. and C. Kidder. 1974. Syntactic density and the computer. Elementary English 8, 1128-1131.
[5]	Hunt, K. 1965. Grammatical structures written at three grade levels. (Report No. 3, Committee on Research). Champaign, IL: National Council of Teachers of English.
[6]	La Brant, L. 1933. A study of certain language developments of children in grades 4-12 inclusive. Genetic psychology monographs 4, 387-491.
[7]	Liang, Dandan (梁丹丹) and Yuzhen Wang (王玉珍). 2007. Error analysis of deaf students' acquisition of Chinese adjective category. Chinese Journal of Special Education 2, 23-27. [2007，聋生习得汉语形容词程度范畴的偏误分析。《中国特殊教育》第2期，23-27页。]
[8]	Lu, Xuefei (卢雪飞). 2018. An example of grammar teaching in the language of the deaf. Journal of Modern Special Education 1, 54-57. [2018，聋校语文中的语法教学方法例谈。《现代特殊教育》第1期，54-57页。]
[9]	Marschark, M. 1994. Discourse rules in the language productions of deaf and hearing children. Journal of Experimental Child Psychology 57, 89-107.
[10]	Shao, Wei (邵伟) and Weiping Zhang (张伟萍). 2013. Analysis of common errors in written language of deaf students in grades two to four and Teaching Implications. Journal of Nanjing Special Education Institute 2, 35-40. [2013，二—四年级聋生书面语常见错误类型分析及教学启示。《南京特教学院学报》第2期，35-40页。]
[11]	Wang, Jiaoyan (王姣艳). 2004. The language ability and educational strategies of deaf students' written language. Chinese Journal of Special Education 7, 17-20. [2004，从聋校学生的书面语谈其语言能力与教育对策。《中国特殊教育》第7期, 17-20页。]
[12]	White, Alfred H. 1998. The structural assessment of written English. Unpublished manuscript.
[13]	White, A. H. (2007). A tool for monitoring the development of written English: T-unit analysis using the SAWL. American Annals of the Deaf, 152 (1), 29-41.
[14]	Wolbers, K. 2008. Strategic and Interactive Writing Instruction (SIWI): Apprenticing deaf students in the construction of English text. International Journal of Applied Linguistics 156, 299-326.
[15]	Wolbers, K., Dostal, H. and Bowers, L. 2011. “I was born full deaf.” Written language outcomes after one year of Strategic and Interactive Writing Instruction (SIWI). Journal of Deaf Studies and Deaf Education 1, 19-38.
[16]	Wolbers, K., Graham, S. and Dostal, H.& Bowers L. 2014. A description of ASL features in writing. Ampersand 1, 19-27.
[17]	Wolbers, K., Dostal, H. and Branum-Martin, L. 2018. Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5. Journal of Educational and Developmental Psychology 1, 99-117.
[18]	Yoshinaga, C. 1983. Syntactic and semantic characteristic in the written language of hearing impaired and normally hearing school-aged children. Dissertation. Northwestern University.
[19]	Yoshinaga-Itano, C., Snyder, L., and Mayberry, R. 1996. Examining written –language assessment and intervention links to literacy: Can lexical/semantic shills differentiate deaf or hard-of-hearing readers and nonreaders? Volta Review 1, 39-61.

Cite This Article

Plain Text BibTeX RIS

APA Style

Yachong Cui. (2022). SAWC: The Rubric of Chinese Deaf Students’ Writing Ability. International Journal of Elementary Education, 11(4), 84-91. https://doi.org/10.11648/j.ijeedu.20221104.11

Copy | Download

ACS Style

Yachong Cui. SAWC: The Rubric of Chinese Deaf Students’ Writing Ability. Int. J. Elem. Educ. 2022, 11(4), 84-91. doi: 10.11648/j.ijeedu.20221104.11

Copy | Download

AMA Style

Yachong Cui. SAWC: The Rubric of Chinese Deaf Students’ Writing Ability. Int J Elem Educ. 2022;11(4):84-91. doi: 10.11648/j.ijeedu.20221104.11

Copy | Download

@article{10.11648/j.ijeedu.20221104.11,
  author = {Yachong Cui},
  title = {SAWC: The Rubric of Chinese Deaf Students’ Writing Ability},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {4},
  pages = {84-91},
  doi = {10.11648/j.ijeedu.20221104.11},
  url = {https://doi.org/10.11648/j.ijeedu.20221104.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221104.11},
  abstract = {Writing ability measurement, as a significant part of language proficiency measurement, plays a decisive role in the language teaching of deaf and hard of hearing (DHH) students. The measurement of writing ability can assist teachers in accurately measuring DHH students' language proficiency and evaluate the effectiveness of teaching methods. We, however, have not yet formed a complete tool to measure Chinese DHH students’ writing ability. Considering the specificity of Chinese and the importance of measuring DHH students’ writing ability, the present study aims to develop a rubric of writing ability for Chinese DHH students from a pedagogical perspective by analysing the written language of Chinese DHH students. 46 essays, across three genres, were collected from 11 elementary-aged Chinese DHH students. The findings show that the Structural Analysis of Written Chinese (SAWC) rubric, which consists of the indices of measurement and the scoring criteria, is a valid measuring tool specifically designed for the written Chinese of DHH students. It takes the T-unit as the unit of measurement. To ensure the comprehensiveness and validity of the rubric, SAWC analysed the written Chinese language from three levels, including the number of perfect T-units, flawed T-units, and nonqualified word-strings, as well as the total number and mean number of words and characters in each type of unit. Level 1 analyses the perfect T-units in the written language of DHH students. Level 2 analyses the perfect T-units and flawed T-units in the written language. Level 3 analyses all the units of the written language, including perfect T-units, flawed T-units, and nonqualified word-strings. Because of the comprehensiveness, consistency, unlimitedness, and universality, the SAWC rubric can measure the writing ability of DHH students objectively and effectively.},
 year = {2022}
}

Copy | Download

TY - JOUR
T1 - SAWC: The Rubric of Chinese Deaf Students’ Writing Ability
AU - Yachong Cui
Y1 - 2022/11/04
PY - 2022
N1 - https://doi.org/10.11648/j.ijeedu.20221104.11
DO - 10.11648/j.ijeedu.20221104.11
T2 - International Journal of Elementary Education
JF - International Journal of Elementary Education
JO - International Journal of Elementary Education
SP - 84
EP - 91
PB - Science Publishing Group
SN - 2328-7640
UR - https://doi.org/10.11648/j.ijeedu.20221104.11
AB - Writing ability measurement, as a significant part of language proficiency measurement, plays a decisive role in the language teaching of deaf and hard of hearing (DHH) students. The measurement of writing ability can assist teachers in accurately measuring DHH students' language proficiency and evaluate the effectiveness of teaching methods. We, however, have not yet formed a complete tool to measure Chinese DHH students’ writing ability. Considering the specificity of Chinese and the importance of measuring DHH students’ writing ability, the present study aims to develop a rubric of writing ability for Chinese DHH students from a pedagogical perspective by analysing the written language of Chinese DHH students. 46 essays, across three genres, were collected from 11 elementary-aged Chinese DHH students. The findings show that the Structural Analysis of Written Chinese (SAWC) rubric, which consists of the indices of measurement and the scoring criteria, is a valid measuring tool specifically designed for the written Chinese of DHH students. It takes the T-unit as the unit of measurement. To ensure the comprehensiveness and validity of the rubric, SAWC analysed the written Chinese language from three levels, including the number of perfect T-units, flawed T-units, and nonqualified word-strings, as well as the total number and mean number of words and characters in each type of unit. Level 1 analyses the perfect T-units in the written language of DHH students. Level 2 analyses the perfect T-units and flawed T-units in the written language. Level 3 analyses all the units of the written language, including perfect T-units, flawed T-units, and nonqualified word-strings. Because of the comprehensiveness, consistency, unlimitedness, and universality, the SAWC rubric can measure the writing ability of DHH students objectively and effectively.
VL - 11
IS - 4
ER -

Copy | Download

Author Information

Yachong Cui

School of Chinese Studies and Cultural Exchange, Renmin University of China, Beijing, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Yachong Cui. (2022). SAWC: The Rubric of Chinese Deaf Students’ Writing Ability. International Journal of Elementary Education, 11(4), 84-91. https://doi.org/10.11648/j.ijeedu.20221104.11

Copy | Download

ACS Style

Yachong Cui. SAWC: The Rubric of Chinese Deaf Students’ Writing Ability. Int. J. Elem. Educ. 2022, 11(4), 84-91. doi: 10.11648/j.ijeedu.20221104.11

Copy | Download

AMA Style

Yachong Cui. SAWC: The Rubric of Chinese Deaf Students’ Writing Ability. Int J Elem Educ. 2022;11(4):84-91. doi: 10.11648/j.ijeedu.20221104.11

Copy | Download

@article{10.11648/j.ijeedu.20221104.11,
  author = {Yachong Cui},
  title = {SAWC: The Rubric of Chinese Deaf Students’ Writing Ability},
  journal = {International Journal of Elementary Education},
  volume = {11},
  number = {4},
  pages = {84-91},
  doi = {10.11648/j.ijeedu.20221104.11},
  url = {https://doi.org/10.11648/j.ijeedu.20221104.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20221104.11},
  abstract = {Writing ability measurement, as a significant part of language proficiency measurement, plays a decisive role in the language teaching of deaf and hard of hearing (DHH) students. The measurement of writing ability can assist teachers in accurately measuring DHH students' language proficiency and evaluate the effectiveness of teaching methods. We, however, have not yet formed a complete tool to measure Chinese DHH students’ writing ability. Considering the specificity of Chinese and the importance of measuring DHH students’ writing ability, the present study aims to develop a rubric of writing ability for Chinese DHH students from a pedagogical perspective by analysing the written language of Chinese DHH students. 46 essays, across three genres, were collected from 11 elementary-aged Chinese DHH students. The findings show that the Structural Analysis of Written Chinese (SAWC) rubric, which consists of the indices of measurement and the scoring criteria, is a valid measuring tool specifically designed for the written Chinese of DHH students. It takes the T-unit as the unit of measurement. To ensure the comprehensiveness and validity of the rubric, SAWC analysed the written Chinese language from three levels, including the number of perfect T-units, flawed T-units, and nonqualified word-strings, as well as the total number and mean number of words and characters in each type of unit. Level 1 analyses the perfect T-units in the written language of DHH students. Level 2 analyses the perfect T-units and flawed T-units in the written language. Level 3 analyses all the units of the written language, including perfect T-units, flawed T-units, and nonqualified word-strings. Because of the comprehensiveness, consistency, unlimitedness, and universality, the SAWC rubric can measure the writing ability of DHH students objectively and effectively.},
 year = {2022}
}

Copy | Download