Effects of task and rater background on the evaluation of ESL student writing: A pilot study

TESOL Quarterly

Volumn 37, Issue 2, 2003, Pages 345-354

  Weigle, Sara Cushing ^a   Boldt, Heather ^a   Valsecchi, María Inés ^b  

^a GEORGIA STATE UNIVERSITY   (United States)

^b DEPARTAMENTO DE QUÍMICA   (Argentina)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248712961     PISSN: 00398322     EISSN: 15457249     Source Type: Journal    
DOI: 10.2307/3588510     Document Type: Article

References (6)

1. Boldt, H., Valsecchi, M. I., & Weigle, S. C. (2001). Evaluation of ESL student writing on text-responsible and non-text responsible writing tasks. MEXTESOL Journal, 24(3), 13-33.
2. Brown, J. D. (1991). Do English and ESL faculties rate writing samples differently? TESOL Quarterly, 25, 587-603.
3. Educational Testing Service. (2000). TOEFL 2000-2001 information bulletin for computer-based testing. Princeton, NJ: Author.
4. Leki, I., & Carson, J. (1997). Completely different worlds: EAP and the writing experiences of ESL students in university courses. TESOL Quarterly, 31, 39-69.
5. Mendelsohn, D., & Cumming, A. H. (1987). Professors' ratings of language use and rhetorical organizations in ESL compositions. TESL Canada Journal, 5, 9-26.
6. Santos, T. (1988). Professors' reactions to the academic writing of non-native-speaking students. TESOL Quarterly, 22, 69-90.