1. Self-assessment allows learners an opportunity to observe and reflect on their own approach to writing, drawing attention to important steps that may be overlooked.
2. Self-assessment can follow learning strategy models such as using acronyms to remember the steps for organizing and editing (i.e. POWER; plan, organize, write, edit and revise & COPS; edit capitalization, overall organization, punctuation and spelling). This helps the learner to internalize the strategy, allowing opportunities for the learner to mentally rehearse the strategy steps for more effective writing.

Areas to explore: process and product

To make the most effective use of writing samples, both process and product should be assessed. How did the learner go about writing the sample (process) and what does the actual writing sample show us (product)? Involving the learner in the assessment process gives the opportunity for the learner and practitioner to discuss how the learner thinks through the act of writing and planning as well as organization and strategies to use. The following are some helpful interview questions that have been taken from Screening for Success (2001) produced by the Learning Disabilities Association of Canada:

• When you are asked to write a paragraph on a topic of interest, how do you start?
• Now that you have some ideas on the topic, how do you know you have enough information? How do you know what to include and how do you arrange the ideas?
• What do you do once you have written and organized your sentences?
• Let's look over your writing sample; after reading it, what suggestions would you make?
• How did you know what changes to make?
• How do you know when you are finished?

Keep in mind, each learner's knowledge of the process will vary and will determine how many questions you can cover. By using the above inquiry questions you can gain a better understanding of the process or lack of process that the learner uses when composing a writing piece.