摘要：Based on the assumption that talk, print markings, letter-like formations and drawing support students’ writing development, I make the case for including such modes in writing assessment. In this article, I report on my observations of a six-year-old child during a tutor session aimed to support her literacy development. During this tutor interaction, she was asked to draw, talk and write about a picture of her choosing. My general observations of talk functioning as oral rehearsal for writing, led me to develop a multimodal writing assessment (MWA) tool. This paper provides practical suggestions for using this assessment tool in classrooms.
关键词：Emergent Writing;Multimodal Assessment;Oral Rehearsal;Talk and Writing
