{'fraction_non_alphanumeric': 0.03773584905660377, 'fraction_numerical': 0.016295025728987993, 'mean_word_length': 5.668571428571428, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Informal Assessment of Paragraph Composition

The challenge for teachers working with students who have difficulty in written expression is twofold: (a) to use an efficient assessment procedure that assists in planning, developing, and monitoring writing instruction and (b) to promote positive attitudes and active participation in writing instruction on the part of students with learning disabilities. Gearheart and Gearheart (1989) defined written expression as "the ability to express thoughts, ideas, and feelings through writing" (p. 404). A variety of mechanics falls under this broad definition, such as spelling, handwriting, sentence structure, punctuation, and paragraph composition. The fundamental building block in expository writing is the paragraph (Donald, Moore, Morrow, Wargetz, & Werner, 1978; Faigley, Cherry, Jolliffe, & Skinner, 1985; Mills, 1977). Teachers in secondary settings often expect students to convey information through written assignments such as reports or essays composed of a series of related paragraphs. Teachers may assume that students know what a paragraph and its subparts do as well as how to use them. Studies suggest,