ABSTRACT
Writing in a testing context may be a lot more challenging than writing in classrooms or at home due to time and word limitations. This chapter investigates story writing in educational material targeting international English language exams. In these exams candidates are expected to differentiate genres and their communicative purposes so the findings of this study can be used to make candidates’ preparation specific and evidence-based.
The analysis is based on a sub-corpus of the WriMA corpus (Melissourgou & Frantzi, 2015a) which has been built especially for genre analysis. It has been POS tagged and manually annotated for structural elements. We present the lexicogrammatical features competent writers frequently use to follow the conventions of the genre. To interpret these tendencies, we associate words and phrases with functional roles and necessary rhetorical stages.
