Abstract
Paradigms of writing instruction and of writing assessment are interconnected, and they are, or should be, affected by the sociocultural context in which they are embedded. In the case of writing assessment, the predominant context is the assessment of the writing proficiency of second- or third-language writers of English. Since the Second World War, English has taken a hold as the language of business and politics, and much of that interaction occurs between and among multiple groups who share only English as a common language. English is also dominantly the language of intellectual exchange, and English language tests are a critical component of decision-making about the movement of people from less-developed countries to countries where they can gain greater educational opportunity. English tests have great value. Everywhere in the world, English proficiency is one of the essential keys to unlock the door of educational opportunity and all that promises for an individual’s future. The assessment of writing is, then, socially and politically significant not only within a country’s internal struggles for opportunity for all through quality education, but also between nations.