Using multiple texts in an integrated writing assessment: Source text use as a predictor of score

Journal of Second Language Writing

Volumn 22, Issue 3, 2013, Pages 217-230

  Plakans, Lia ^a   Gebril, Atta ^b  

^a UNIVERSITY OF IOWA   (United States)

^b AMERICAN UNIVERSITY IN CAIRO   (Egypt)

Author keywords

Integrated writing; Source use; Writing assessment

Indexed keywords

EID: 84879325264     PISSN: 10603743     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jslw.2013.02.003     Document Type: Article

References (53)

1. Ackerman J.M. Reading, writing, and knowing: The role of disciplinary knowledge in comprehension and composing. Research in the Teaching of English 1991, 25:133-178.
2. Allen S. Task representation of a Japanese L2 writer and its impact on the usage of source text information. Journal of Asian Pacific Communication 2004, 14:77-89.
3. Asabi A.R., Akbari N., Graves B. Discourse appropriations, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing 2006, 15:102-117.
4. Ascención, Y. (2005). Validation of reading-to-write assessment tasks performed by second language learners. Unpublished doctoral dissertation. Northern Arizona University: Flagstaff.
5. Ascención-Delaney Y. Investigating the reading-to-write construct. Journal of English for Academic Purposes 2008, 7:140-150.
6. Bachman L.F. Some reflections on task-based language performance assessment. Language Testing 2002, 19:453-476.
7. Bachman L., Palmer A. Language assessment in practice 2010, Oxford University Press, Oxford, UK.
8. Braine G. Writing in science and technology: An analysis of assignments from ten undergraduate courses. English for Specific Purposes 1989, 8:3-15.
9. Campbell C. Writing with other's words: Using background reading texts in academic compositions. Second language writing 1990, 211-230. Cambridge University Press, Cambridge, UK. B. Kroll (Ed.).
10. Chapelle C., Enright M., Jamieson J. Score interpretation and use. Building a validity argument for the Test of English as a Foreign Language 2008, 1-25. Routledge, New York. C. Chapelle, M. Enright, J. Jamieson (Eds.).
11. Connor U., Carrell P. The interpretation of tasks by writers and readers in holistically rated direct assessment of writing. Reading in the composition classroom 1993, 159-175. Lawrence Erlbaum Associates, Mahwah, NJ. J.G. Carson, I. Leki (Eds.).
12. Cumming A., Kantor R., Baba K., Erdosy U., Eouanzoui K., James M. Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL. Assessing Writing 2005, 10:5-43.
13. Cumming, A., Kantor, R., Powers, D., Santos, T., & Taylor, C. (2000). TOEFL 2000 writing framework: A working paper (TOEFL Monograph Series Report No. 18). Princeton, NJ: Educational Testing Service.
14. Cumming, A., Kantor, R., & Powers, D. (2001). Scoring TOEFL essays and TOEFL 2000 prototype writing tasks: An investigation into raters' decision making and development of a preliminary analytic framework (TOEFL Monograph Series Report No. 22). Princeton, NJ: Educational Testing Service.
15. Currie P. Staying out of trouble: Apparent plagiarism and academic survival. Journal of Second Language Writing 1998, 7:1-18.
16. Esmaeili H. Integrated reading and writing tasks and ESL students' reading and writing performance in an English language test. Canadian Modern Language Journal 2002, 58:599-622.
17. Gebril A. Score generalizability of academic writing tasks: Does one test method fit it all?. Journal of Language Testing 2009, 26:507-531.
18. Gebril A. Bringing reading-to-write and writing-only assessment tasks together: A generalizability analysis. Assessing Writing 2010, 15:100-117.
19. Gebril, A. (2006). Independent and integrated academic writing tasks: A study in generalizability and test method. Unpublished doctoral dissertation. The University of Iowa, Iowa City.
20. Gebril A., Plakans L. Investigating source use, discourse features, and process in integrated writing tests. Spaan Working Papers in Second or Foreign Language Assessment 2009, 7:47-84.
21. Gebril, A., & Plakans, L. Borrowed words: The impact of source texts, proficiency, and topic on the lexical diversity of integrated writing, unpublished manuscript.
22. Grabe W. Reading and writing relations: Second language perspectives on research and practice. Exploring the dynamics of second language writing 2003, 242-262. Cambridge University Press, Cambridge. B. Kroll (Ed.).
23. Nash J.G., Shumacher G., Carlson B. Writing from sources: A structure mapping model. Journal of Education Psychology 1993, 85:159-170.
24. Hirvela A. Connecting reading and writing in second language writing instruction 2004, University of Michigan Press, Ann Arbor, MI.
25. Horowitz D.M. What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly 1986, 20:445-462.
26. Jennings M., Fox J., Graves B., Shohamy E. The test-takers' choice: An investigation of the effect of topic on language-test performance. Language Testing 1999, 16:426-456.
27. Johns A.M., Mayes P. An analysis of summary protocols of university ESL students. Applied Linguistics 1990, 11:253-271.
28. Krekeler C. Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited. Language Testing 2006, 23:99-130.
29. Lee H., Anderson C. Validity and topic generality of a writing performance test. Language Testing 2007, 24:307-330.
30. Lee, Y., & Kantor, R. (2005). Dependability of new ESL writing test scores: Tasks and alternative rating schemes (TOEFL Monograph Series No. 31). Princeton, NJ: ETS.
31. Leki I., Carson J.G. Students' perception of EAP writing instruction and writing across the disciplines. TESOL Quarterly 1994, 28:81-101.
32. Leki I., Carson J. "Completely different worlds": EAP and the writing experiences of ESL students in university courses. TESOL Quarterly 1997, 31:39-69.
33. Lewkowicz, J. A. (1994). Writing from sources: Does source material help or hinder students' performance? In N. Bird, et al. (Eds.), Language and learning: Papers presented at the annual international language in education conference, ERIC Document (ED 386 050).
34. Malvern D., Richards B.J., Chipere N., Duran P. Lexical diversity and language development: Quantification and assessment 2009, Palgrave Macmillan, New York.
35. Pennycook A. Borrowing others' words: Text, ownership, memory, and plagiarism. TESOL Quarterly 1996, 30:201-230.
36. Plakans L. Comparing composing processes in writing-only and reading-to-write test tasks. Assessing Writing 2008, 13:79-150.
37. Plakans L. The role of reading strategies in integrated L2 writing tasks. Journal of English for Academic Purposes 2009, 8:252-266.
38. Plakans L. Discourse synthesis in integrated second language writing assessment. Language Testing 2009, 26:561-587.
39. Plakans L. Independent versus integrated writing tasks: A comparison of task representation. TESOL Quarterly 2010, 44:185-194.
40. Plakans L., Gebril A. A close investigation into source use in L2 integrated writing tasks. Assessing Writing 2012, 17:18-34.
41. Special issue: Textual appropriation and source use in L2 writing. Journal of Second Language Writing 2012, 21:95-186.
42. Read J. Providing relevant content in an EAP writing test. English for Specific Purposes 1990, 9:109-121.
43. Ruiz-Funes M. Task representation in foreign language reading-to-write. Foreign Language Annals 2001, 34:226-234.
44. Shi L. Textual borrowing in second-language writing. Written Communication 2004, 21:171-200.
45. Spivey, N. (1984). Discourse synthesis: Constructing texts in reading and writing. Outstanding Dissertation Monograph. Newark, DE: International Reading Association.
46. Spivey N. Transforming texts: Constructive processes in reading and writing. Written Communication 1990, 7:256-287.
47. Stahl S., Hynd C., Gylnn S.A., Carr M. Beyond reading to learn: Developing content and disciplinary knowledge through texts. Developing engaged readers in school and home communities 1996, 15-31. Lawrence Erlbaum, Mahwah, NJ. C. Cornoldi, J. Oakhill (Eds.).
48. Tedick D.J. ESL writing assessment: Subject-matter knowledge and its impact on performance. English for Specific Purposes 1990, 9:123-143.
49. 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.
50. Weigle S.C. Integrating reading and writing in a competency test for non-native speakers of English. Assessing Writing 2004, 9:27-55.
51. Wolfersberger, M. A. (2007). Second language writing from sources: An ethnographic study of an argument essay task. Unpublished doctoral dissertation. The University of Auckland.
52. Yang, H. C. (2009). Exploring the complexity of second language writers' strategy use and performance on an integrated writing test through structural equation modeling and qualitative approaches. Unpublished doctoral dissertation. The University of Texas-Austin.
53. Yang H.C., Plakans L. Second language writers' strategy use and performance on an integrated reading-listening-writing task. TESOL Quarterly 2012, 46:80-103.