ABSTRACT
The written expressive abilities of both children and adults have been a concern of psychologists, teachers, and clinicians for many years. Educators, observing a growing number of students underachieving in writing, have turned to the psychological community for guidance. However, despite the fact that writing remains one of man's primary tools for communication to the world as well as for structuring internal thought schemes, there has been limited empirical research in the area of written language. A major responsibility and challenge to educators and psychologists is the development of more efficient and effective procedures to investigate and assess written discourse.
