The ‘verbal-literary giftedness’ is an alternative concept for a gifted child who has excellence in language performance. It can be defined as ‘the ingenious and integrated thinking ability and disposition that contributes to one's ability of producting a creative discourse based on humanistic values’. In this study I suggested a quantitative distinguishable testing tool(DTT) to diagnose the verbal-literary giftedness. This tool has four main standards(verbal thinking, use of thought device, expression, linguistic convention) each from the four element of creativity(mental -, functional -, substantial, and experiential element). In this tool these standards take concrete shape as six sub-standards. The index of the sub-standards has the plural hierarchy. I examined this testing tool on free literary responses of 580 students from Grade 3 to Grade 9, and the specialists of education for the verbally gifted verified the suitability as DTT. As a result, some interpretations as follows were obtained; - potentiality in verbal thinking and use of thought device is prominent disposition to be diagnosed in DTT. - an achieved verbal product has to be interpreted whether it was mainly begun from learning when it is valuated. - DTT has to carry out its role to discover children's various potentiality not only in specific literary discourse but also in universal humanistic discourse. 1.

The ‘verbal-literary giftedness’ is an alternative concept for a gifted child who has excellence in language performance. It can be defined as ‘the ingenious and integrated thinking ability and disposition that contributes to one's ability of producting a creative discourse based on humanistic values’. In this study I suggested a quantitative distinguishable testing tool(DTT) to diagnose the verbal-literary giftedness. This tool has four main standards(verbal thinking, use of thought device, expression, linguistic convention) each from the four element of creativity(mental -, functional -, substantial, and experiential element). In this tool these standards take concrete shape as six sub-standards. The index of the sub-standards has the plural hierarchy. I examined this testing tool on free literary responses of 580 students from Grade 3 to Grade 9, and the specialists of education for the verbally gifted verified the suitability as DTT. As a result, some interpretations as follows were obtained; - potentiality in verbal thinking and use of thought device is prominent disposition to be diagnosed in DTT. - an achieved verbal product has to be interpreted whether it was mainly begun from learning when it is valuated. - DTT has to carry out its role to discover children's various potentiality not only in specific literary discourse but also in universal humanistic discourse. 1.