Discourse synthesis in integrated second language writing assessment

Language Testing

Volumn 26, Issue 4, 2009, Pages 561-587

  Plakans, Lia ^a  

^a UNIVERSITY OF IOWA   (United States)

Author keywords

Academic writing; Discourse synthesis; Integrated tasks; Language testing; Writing assessment

Indexed keywords

EID: 70350525069     PISSN: 02655322     EISSN: 14770946     Source Type: Journal    
DOI: 10.1177/0265532209340192     Document Type: Article

References (60)

1. Ackerman, J.M. (1991). Reading, writing, and knowing: The role of disciplinary knowledge in comprehension and composing. Research in the Teaching of English, 25(2), 133-178.
2. Ascención, Y. (2005). Validation of reading-to-write assessment tasks performed by second language learners. Unpublished doctoral dissertation, Northern Arizona University, Flagstaff.
3. Ascención Delaney, Y. (2008) Investigating the reading-to-write construct. Journal of English for Academic Purposes, 7, 140-150.
4. Bachman, L. (2002). Some reflections on task-based language performance assessment. Language Testing, 19(4), 453-476.
5. Bachman, L. (2004). Statistical analysis for language assessment. Cambridge, UK: Cambridge University Press.
6. Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford, UK: Oxford University Press.
7. Basham, C., Ray, R., & Whalley, E. (1993). Cross-cultural perspectives on task representation in reading-to-write. In J. Carson & I. Leki (Eds.), Reading in the composition classroom (pp. 299-314). Boston: Heinle & Heinle.
8. Bosher, S. (1998). The composing process of three Southeast Asian writers at the post-secondary level: An exploratory study. Journal of Second Language Writing, 7(2), 205-241.
9. Braine, G. (1989). Writing in science and technology: An analysis of as signments from ten undergraduate courses. English for Specific Purposes, 8, 3-15.
10. Carson, J. (2001). A task analysis of reading and writing in academic contexts. In D. Belcher & A. Hirvela (Eds.), Linking literacies: Perspectives on L2 reading-writing connections (pp. 246-270). Ann Arbor, MI: University of Michigan Press.
11. Cohen, A.D. (1984). On taking language tests: What students report. Language Testing, 1(1), 70-81.
12. Cohen, A.D. (1994). English for academic purposes in Brazil: The use of summary tasks. In C. Hill & K. Parry (Eds.), From testing to assessment: English as an international language (pp. 174-204). New York: Longman.
13. Cohen, A.D. (1998). Strategies and processes in test-taking and SLA. In L. R. Bachman & A. D. Cohen (Eds.), Interfaces between second language acquisition and language testing research (pp. 90-111). New York: Cambridge University Press.
14. Cohen, A.D. (2007). The coming of age of research on test-taking strategies. Language Assessment Journal, 3(4), 307-331.
15. Cohen, A.D., & Upton, T.A. (2007). 'I want to go back to the text': Response strategies on the reading subtest of the new TOEFL. Language Testing, 24(2), 209-250.
16. Connor, U. (1996). Contrastive rhetoric: Cross-cultural aspects of second-language writing. Cambridge, UK: Cambridge University Press.
17. Cooper, M. & Holzman, M. (1983). Talking about protocols. College Composition and Communication, 34(3), 284-293.
18. Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39, 81-141.
19. Cumming, A. (1997). Assessing writing. In C. Clapham & D. Corson (Eds.), Encyclopedia of language and education: Language testing and assessment, 7 (pp. 51-63). Dordrecht: Kluwer.
20. Cumming, A., Kantor, R., Baba, K., Eouanzoui, K., Erdosy, U., & James, M. (2005). Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing, 10, 5-43.
21. Cumming, A., Kantor, R., Baba, K., Erdosy, U., Eouanzoui, K., & James, M. (2006). Analysis of discourse features and verification of scoring levels for independent and integrated tasks for the new TOEFL. (TOEFL Monograph No. MS-30 Rm 05-13) Princeton, NJ: ETS.
22. Ericsson, K.A., & Simon, H. (1993). Protocol analysis: Verbal reports as data. Cambridge, MA: MIT Press.
23. Esmaeili, H. (2002). Reading-to-write reading and writing tasks and ESL s tudents' reading and writing performance in an English language test. Canadian Modern Language Review, 58, 599-622.
24. Feak, C., & Dobson, B. (1996). Building on the impromptu: A source-based writing assessment. College ESL, 6(1), 73-84.
25. Flower, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale, IL: Southern Illinois Press.
26. Flower, L.S., & Hayes, J.H. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
27. Gebril, A. (2009). Score generalizability in writing assessment: The interface between applied linguistics and psychometric research. Saarbrücken, Germany: VDM Verlag.
28. Green, A. (1998). Verbal protocol analysis in language testing research: A handbook. Cambridge: Cambridge University Press.
29. Greene, S. (1993). The role of task in the development of academic thinking through reading and writing in a college history course. Research in the Teaching of English, 27(1), 46-75.
30. Hamp-Lyons, L., & Kroll, B. (1996). Issues in ESL writing assessment: An overview. College ESL, 6(1), 52-72.
31. Hirvela, A. (2004). Connecting reading and writing in second language writing instruction. Ann Arbor, MI: University of Michigan Press.
32. Horowitz, D. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20(3), 445-462.
33. Jennings, M., Fox, J., Graves, B., & Shohamy, E. (1999). The test-takers' choice: and investigation of the effect of topic on language-test performance. Language Testing, 16(4), 426-456.
34. Lenski, S.D. (1998). Strategic knowledge when reading in order to write. Reading Psychology: An International Quarterly, 19, 287-315.
35. Machón, R.M., Murphy, L., & Roca de Larios, J. (2005). Using concurrent protocols to explore L2 writing processes: Methodological issues in the collection and analysis of data. In P. K. Matsuda & T. Silva (Eds.), Second language writing research (pp. 191-205). Mahwah, NJ: Lawrence Erlbaum.
36. Marsella, J., Hilgers, T.L., & McLaren, C. (1992). How students handle w riting assignments: A study of eighteen responses in six disciplines. In A. Herrington & C. Moran (Eds.), Writing teaching and learning in the disciplines (pp. 174-188). New York: Modern Language Associates.
37. Parkhurst, C. (1990). The composition process of science writers. English for Specific Purposes, 9(2), 169-179.
38. Pennycook, A. (1996). Borrowing others' words: Text, ownership, memory, and plagiarism. TESOL Quarterly, 30(2), 201-230.
39. Plakans, L. (2008). Comparing composing processes in writing-only and reading-to-write test tasks. Assessing Writing, 13, 111-129.
40. Plakans, L. (2009). The role of reading strategies in L2 integrated writing tasks. Journal of English for Academic Purposes, DOI 10.1016/jeap. 2009.05.001.
41. Read, J. (1990). Providing relevant content in an EAP writing test. English for Specific Purposes, 9, 109-121.
42. Roca, de Larios, J., Murphy, L., & Machón, R.M. (1999). The use of restructuring strategies in EFL writing: A study of Spanish learners of English as a Foreign Language. Journal of Second Language Writing, 8, 13-44.
43. Rupp, A.A., Ferne, T., & Choi, H. (2006). How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing, 23(4), 441-474.
44. Russo, J.E., Johnson, E.J., & Stephens, D.L. (1989). The validity of verbal protocol. Memory and Cognition, 17, 759-769.
45. Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291.
46. Scollon, R. (1994). As a matter of fact: The changing ideology of authorship and responsibility in discourse. World Englishes, 13, 34-46.
47. Shaw, P. (1991). Science research students' composing processes. English for Specific Purposes, 10(3), 189-206.
48. Shi, L. (2004). Textual borrowing in second-language writing. Written Communication, 21, 171-200.
49. Silva, T. (1993). Toward an understanding of the distinct nature of s econd la nguage writing: The ESL research and its implications. TESOL Quarterly, 27(4), 657-677.
50. Spivey, N. (1984). Discourse synthesis: Constructing texts in reading and writing. Outstanding Dissertation Monograph. Newark, DE: International Reading Association.
51. Spivey, N. (1990). Transforming texts: Constructive processes in reading and writing. Written Communication, 7(2), 256-287.
52. Spivey, N. (1997). The constructivist metaphor: Reading, writing, and making of meaning. San Diego, CA: Academic Press.
53. Spivey, N., & King, J.R. (1989). Readers as writers composing from sources. Reading Research Quarterly, 24(1), 7-26.
54. Stratman, J.F., & Hamp-Lyons, L. (1994). Reactivity in concurrent think-aloud protocols. In P. Smagorinsky (Ed.), Speaking about writing: Reflections on research methodology (pp. 89-111). Thousand Oaks, CA: Sage.
55. Swarts, H., Flower, L.S., & Hayes, J.R. (1984). Designing protocol studies of the writing process: An introduction. In R. Beach & L. S. Bridwell (Eds.), New directions in composition research (pp. 53-71). New York, NY: Guilford Press.
56. Watanabe, Y. (2001). Read-to-write tasks for the assessment of second language academic writing skills: Investigating text features and rater reactions. Unpublished doctoral dissertation, University of Hawaii, Manoa.
57. Weigle, S. (2002). Assessing writing. Cambridge, UK: Cambridge University Press.
58. Weigle, S. (2004). Integrating reading and writing in a competency test for n on-native speakers of English. Assessing writing, 9(1), 27-55.
59. Witte, S.P., & Cherry, R.D. (1994). Think-aloud protocols, protocol a nalysis, and research design: An exploration of writing tasks on writing processes. In P. Smagorinsky (Ed.), Speaking about writing: Reflections on research methodology (pp. 20-55). Thousand Oaks, CA: Sage.
60. Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17(2), 165-186.