The purpose of this study is to see if there is any correlation between linguistic knowledge and writing competence in diagnostic writing assessment. The research data sources were constructed based on two：one is a questionnaire for assessing university students’ Korean linguistic knowledge, and the other is a paper examination for evaluating Korean writing competence in diagnostic writing assessment. The statistical data analysis was conducted at two：item and correlation analysis. The findings were that linguistic knowledge, especially syntactic and semantic, has a very strong correlation with rating categories, linguistic and textual features. The present results have some implications for teaching/learning Korean writing. Although the assessment is analytical, the writing education should be holistic, combining linguistic knowledge with categories of text construction.
2. Rating Categories for Diagnostic Writing Assessment
5. Discussion and Conclusion