Abstract
Objectives Learning to write a diary means learning new ways to write expository and various discourse situations. In present study examined one school aged child’s writing ability with regard to chronological genre.
 Methods The materials of diary from 1-4 grades of one student were analyzed the discourse genres as a chronological text and expressive elaboration.
 Results Results showed that, as the child’s grade level increased, the characteristics of nonchronological genre increased and overall qualitative changes were found in his diary writing. But developmental difference was varied according to the measurements among grades. Additionally, the results showed that the nonchronological genres identified from second grade were evident in diary.
 Conclusions In order to asses a student’s overall writing ability, linguistic qualitative analyses such as expressive elaboration the diary writing and discourse genres are necessary.
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