<![CDATA[Fluency and accuracy. These two things have victoriously won many teachersâ attention at tertiary level. In the case of writing, these two remain debatable, and have always attracted many people, both lecturersâ and studentsâ attention. These language production measures have distracted many lecturersâ concentration: should they be faithful to fluency of ideas, or grammatical and language accuracy in correcting studentsâ essays? This paper tries to present the classical yet never-ending dilemmatic conflicts within the area of writing assessment. This debate still remains interesting to follow. Data were gained from close observation on documents, that is, 21 studentsâ essays and interviews with 2 students of Academic Writing in Semester II, 2015-2016. Four writing lecturers were also interviewed for their intellectual and critical opinions on these dilemmatic problems in assessing writing. Discussion results of FGD (Forum Group Discussion) involving all writing lecturers at the English Education Study Program at the Faculty of Language and Literature of Satya Wacana Christian University which were held in June, 2016, were also included as source of data. Hopefully, this paper gives a little more âcolourâ in the area of writing assessment, and gives a little enlightenment for other writing lecturers. DOI: https://doi.org/10.24071/llt.2016.190201 ]]>
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