Evaluating and supporting writing skills: Reality and prospects for development

Abstract

Through this study, we aim to uncover some traditional pedagogical practices that do not contribute to the development of writing skills through the assessment process. In order to highlight this reality, we used a questionnaire that included 256 teachers in the Tangier-Assilah district. In order to answer the questions that formed the guiding principle of this study, we adopted the descriptive-analytical method, which helped us collect, present, analyze, interpret, and relate the results to the questions we started from. At the end of this study, we concluded by making recommendations, including drawing attention to the need to pay attention to some formal aspects related to the writing production processes, especially those related to consistency, coherence, sequence of ideas, and the aesthetics of handwriting. We also pointed out the importance of paying attention to punctuation marks and their proper use according to the intended meanings of the speech.