Thinking that learner’s text meaning construction ability can be diagnosed by using RST (Rhetorical Structure Theory), this study intended to investigate a form of diagnostic tool for a learner’s meaning construction ability on persuading text with text producer’s strong intention. To this end, this study established the basis for development of diagnostic tools and the 4 tool forms and then, it applied the 4 diagnostic tool forms to learners at primary, middle and high school to verify the validity. As a result, from the aspect of ‘validity of diagnosis’, it was found that there was no problem for the 4 diagnostic tool forms to diagnose grasping ability of main contents, contents creation and organization ability considering the purpose and situations, and the whole text system and structure grasping ability of all the learners. However, it appeared that the outcome of C and D patterns which could freely transform the given contents did not have a great difference from the reaction of B patterns. Next, from the aspect of ‘easy execution’, it was found that C and D patterns which included a method to move meaning construction results to manuscript papers had worse adequacy than A and B patterns. In other words, it was confirmed that inclusion of writing process in development of diagnostic tool for meaning construction ability would not have a direct influence on diagnosis. Finally, from the aspect of ‘adequate data’, it was believed that A, C patterns were relatively easier in data processing than B, D patterns. Taking above results together, it was finally judged that A, B patterns secured a dominant position over C, D patterns as a diagnostic tool.