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language users' proficiency. Language users' performance should demonstrate

language use in specific situations other than the language test itself.

In relation to the purpose of writing for communicative competence,

Richards (2006) state that accuracy, fluency, and appropriateness should all be

present in a good English text. The former concerns errors that are free of

vocabulary, spelling, and grammar throughout a text. If there are no

grammatical problems in the text, the students will score highly on this

criterion. Next, the writers' ability to coherently arrange ideas demonstrates

their writing proficiency because the text flows smoothly. Complexity refers to

a learner's ability to use complicated language structures, such as a variety of

grammar-sentence structures and vocabulary. The final consideration is

whether the content was appropriately written in light of the objectives, target

audience, and context of the circumstance. These writing skills serve as the

foundation for building the rubrics for writing tests, self-assessment tools,

observation sheets, and student profiles.

Theoretical frameworks rooted in communicative ability have

established the foundation for developing writing scales. For example, Knoch

(2009) adopted the models of communicative competence regarding accuracy

and fluency. While “accuracy” measures the number of errors, the construct of

“fluency” measures the number of words.

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