Abstract
Conference paper was focused on the issues of development of writing, both in terms of content and in terms of typing, at the first class of students, with emphasis on the differences in writing analytic-synthetic method and genetic. Besides the theoretical aspects of outcomes were presented on a comparative study of both methods (N = 467).
For the writing assessment the original rating scale was designed. It included an evaluation of the content of writing, the percentage of errors, error handling and the graphical parameters of writing.
The assessment was inspired by foreign approaches for assessing writing, but also by approaches that are used in counselling for determining levels of difficulties in writing. In each of the monitored area a number of indicators were found, enabling the assessment of writing in means of each quality.
The results highlight the variability in the development of writing in both methods, the typical indicators, which a normal population. In each of the two methods, there are specific problems which should be respected in the diagnosis of writing, as is done in educational and psychological counseling for students with writing problems.