Refining the construct of classroom-based writing-from-readings assessment: The role of task representation

Language Assessment Quarterly

Volumn 10, Issue 1, 2013, Pages 49-72

  Wolfersberger, Mark ^a  

^a BRIGHAM YOUNG UNIVERSITY HAWAII   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84874469134     PISSN: 15434303     EISSN: 15434311     Source Type: Journal    
DOI: 10.1080/15434303.2012.750661     Document Type: Review

References (43)

1. Bachman, L. F. (2005). Building and supporting a case for test use. Language Assessment Quarterly, 2, 1-34.
2. 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: Second language perspectives (pp. 299-314). Boston, MA: Heinle & Heinle.
3. Berkenkotter, C., & Huckin, T. N. (1995). Genre knowledge in disciplinary communication: Cognition/culture/power. Mahwah, NJ: Erlbaum.
4. Berkenkotter, C., Huckin, T. N., & Ackerman, J. (1991). Social context and socially constructed texts: The initiation of a graduate student into a writing research community. In C. Bazerman & J. G. Paradis (Eds.), Textual dynamics of the professions (pp. 191-215). Madison: University of Wisconsin Press.
5. Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (2008). Central issues in new literacies and new literacies research. In J. Coiro, M. Knobel, C. Lankshear, & D. J. Leu (Eds.), Handbook of research on new literacies (pp. 1-21). New York, NY: Erlbaum.
6. Connor, U., & Carrell, P. (1993). The interpretation of tasks by writers and readers in holistically rated direct assessment of writing. In J. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 141-160). Boston, MA: Heinle & Heinle.
7. Ferris, D., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). Mahwah, NJ: Erlbaum.
8. Flower, L., & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
9. Flower, L., Stein, V., Ackerman, J., Kantz, M. J., McCormick, K., & Peck, W. (1990). Reading to write: Exploring a cognitive and social process. New York, NY: Oxford University Press.
10. Grabe,W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press.
11. Grabe, W., & Kaplan, R. (1996). Theory and practice of writing. New York, NY: Longman.
12. Hamp-Lyons, L. (1991). Scoring procedures for ESL contexts. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 241-276). Westport, CT: Ablex.
13. Harklau, L. (2005). Ethnography and ethnographic research on second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 179-194). Mahwah, NJ: Erlbaum.
14. Hayes, J. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-28).Mahwah, NJ: Erlbaum.
15. Hayes, J. (2006). New directions in writing theory. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 28-40). New York, NY: Guilford.
16. Hayes, J., & Nash, J. (1996). The nature of planning. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 29-55). Mahwah, NJ: Erlbaum.
17. Hunter, D., Mayenga, C., & Gambell, T. (2006). Classroom assessment tools and uses: Canadian English teachers' practices for writing. Assessing Writing, 11, 42-65.
18. Hyland, K. (2000). Disciplinary discourses: Social interactions in academic writing. Harlow, England: Pearson Education.
19. Johns, A. M. (1997). Text, role, and context: Developing academic literacies. Cambridge, UK: Cambridge University Press.
20. Lea, M. R., & Street, B. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23, 157-172.
21. Lea, M. R., & Street, B. (1999). Writing as academic literacies: Understanding textual practices in higher education. In C. N. Candlin & K. Hyland (Eds.), Writing: Texts, processes and practices (pp. 62-81). New York, NY: Addison Wesley Longman.
22. Lea, M. R., & Street, B. (2006). The "Academic Literacies" model: Theory and applications. Theory Into Practice, 45, 368-377.
23. Leung, C. (2005). Classroom teacher assessment of second language development: Construct as practice. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 869-888). Mahwah, NJ: Erlbaum.
24. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
25. McNamara, T. (1997). 'Interaction' in second language performance assessment: Whose performance? Applied Linguistics, 18, 446-466.
26. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
27. Paltridge, B. (2004). Academic writing. Language Teaching, 37, 85-105.
28. Plakans, L. (2008). Comparing composing processes in writing-only and reading-to-write test tasks. Assessing Writing, 31, 111-129.
29. Plakans, L. (2010). Independent vs. integrated writing tasks: A comparison of task representation. TESOL Quarterly, 44, 185-194.
30. Prior, P. (1995). Redefining the task: An ethnographic examination of writing and response in graduate seminars. In D. Belcher&G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 47-82). Norwood, NJ: Ablex.
31. Reid, J. (1993). Historical perspectives on writing and reading in the ESL classroom. In J. Carson & I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 33-60). Boston, MA: Heinle & Heinle.
32. Rosenblatt, L. (1994). The transactional theory of reading and writing. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 1057-1092). Newark, DE: International Reading Association.
33. Ruiz-Funes, M. (2001). Task representation in foreign language reading-to-write. Foreign Language Annals, 34, 226-234.
34. Ryan, A. G. (1997). Professional obligement: A dimension of how teachers evaluate their students. Journal of Curriculum and Supervision, 12, 118-134.
35. Samuels, S. J. (1994). Toward a theory of automatic information processing in reading, revisited. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed., pp. 816-837). Newark, DE: International Reading Association.
36. Silva, T. (1990). Second language composition instruction: Developments, issues, and directions. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 11-23). New York, NY: Cambridge University Press.
37. Spivey, N. N. (1984). Discourse synthesis: Constructing texts in reading and writing. (Outstanding Dissertation Monograph Series). Newark, DE: International Reading Association.
38. Spivey, N. N., & King, J. R. (1989). Readers as writers composing from sources. Reading Research Quarterly, 24, 7-26.
39. Weigle, S. C. (2002). Assessing writing. New York, NY: Cambridge University Press.
40. Yang, L., & Shi, L. (2003). Exploring six MBA students' summary writing by introspection. Journal of English for Academic Purposes, 2, 165-192.
41. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
42. Zamel, V. (1982). Writing: The process of discovering meaning. TESOL Quarterly, 16, 195-210.
43. Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17, 165-188.