Due to the prominent place composition holds in teaching French
to non-native speakers, this article examines the effectiveness of
formative evaluation in improving the writing skills of second year
students in the department of French language. I
n addition, by
showing the difference in the scoring results between the students
who followed the formative evaluation and those who didn’t, this
article aims to illustrate the impact of distributing copies of the
grading scale to students during the training period.
