Acquiring the relevant knowledge and skills for using written language efficiently and effectively is among the key and necessary competencies that have to be developed in the educational process involving both mother tongue and foreign language acquisition. In the majority of educational systems, the ultimate goals of this developmental process have been explicitly stated as learning standards. Comparing the proclaimed goals in the area of developing written communication competencies with the data from the developmental corpus of written language is one important way to monitor the level of realisation of particular standards as well as their full implementation. The main aim of this paper is to explore and analyse the major role that the developmental corpus of the written language may have in formulating, monitoring and achieving the learning standards in the content area of Writing.
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