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Language Assessment Quarterly Volume 10, 2013 - Issue 1: Integrated Writing Assessment
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Articles

Toward a Transparent Construct of Reading-to-Write Tasks: The Interface Between Discourse Features and Proficiency

Atta Gebril The American University in Cairo, New Cairo, EgyptCorrespondence[email protected]
&
Lia Plakans The University of Iowa, Iowa City, Iowa, USA
Pages 9-27 | Published online: 25 Feb 2013

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Peichin Chang, Pin-Ju Chen & Li-Ling Lai. (2022) Recursive editing with Google Translate: the impact on writing and error correction. Computer Assisted Language Learning 0:0, pages 1-26.
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Irina Malova, Mary A. Avalos & Mileidis Gort. (2022) Teachers’ Perceptions of Integrated Reading-Writing Instruction for Emergent Bilinguals. Reading & Writing Quarterly 38:6, pages 564-588.
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Mikyung Kim Wolf, Saerhim Oh, Yuan Wang & Fred S. Tsutagawa. (2018) Young Adolescent EFL Students’ Writing Skill Development: Insights From Assessment Data. Language Assessment Quarterly 15:4, pages 311-329.
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Xinhua Zhu, Xueyan Li, Guoxing Yu, Choo Mui Cheong & Xian Liao. (2016) Exploring the Relationships Between Independent Listening and Listening-Reading-Writing Tasks in Chinese Language Testing: Toward a Better Understanding of the Construct Underlying Integrated Writing Tasks. Language Assessment Quarterly 13:3, pages 167-185.
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Articles from other publishers (47)

Gillian Baxter & Heike Neumann. (2023) Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom. Journal of Second Language Writing 62, pages 101064.
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Wenfeng Jia & Peixin Zhang. (2023) Rater cognitive processes in integrated writing tasks: from the perspective of problem-solving. Language Testing in Asia 13:1.
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Xun Yan & Jiani Lin. (2023) Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test. Assessing Writing 57, pages 100767.
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Xinhua Zhu, Yuan Yao, Wanru Pang & Siyu Zhu. (2022) Investigating the Relationship Between Linguistic Competence, Ideal Self, Learning Engagement, and Integrated Writing Performance: A Structural Equation Modeling Approach. Journal of Psycholinguistic Research 52:3, pages 787-808.
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Ray J. T. Liao, Renka Ohta & Kwangmin Lee. (2023) The relationship between written discourse features and integrated listening-to-write scores for adolescent English language learners. Language Testing, pages 026553222311676.
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Stephen M. Doolan. (2023) Source-Based L1 Student Writing Development: Analyzing the Relationships Among Functional Dimensions of Source Use and the Quality of Source Use. Written Communication 40:2, pages 720-753.
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Vo Dinh Phuoc & Jessie S. Barrot. (2022) Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background?. Assessing Writing 54, pages 100673.
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Qin Zhou, Liang Chen & Xianrong Hou. (2022) Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance. Assessing Writing 54, pages 100663.
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Pakize Uludag & Kim McDonough. (2022) Exploring EAP instructors' evaluation of classroom‐based integrated essays . TESOL Journal 13:3.
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Sen Liu & Dunlai Lin. (2022) Developing and validating an analytic rating scale for a paraphrase task. Assessing Writing 53, pages 100646.
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Seyyed Ehsan Golparvar & Hamideh Abolhasani. (2022) Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach. Assessing Writing 53, pages 100644.
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Weihong Chen & Junju Wang. (2022) Understanding Source Use by Undergraduate Post-Novice EFL Writers for the Sustainability Development of Academic Literacy: Abilities, Challenges, and Strategies. Sustainability 14:4, pages 2108.
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Aynur Ismayilli Karakoç, Rachael Ruegg & Peter Gu. (2022) Beyond comprehension: Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes 55, pages 101071.
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Xian Liao, Xinhua Zhu & Choo Mui Cheong. (2021) Direct and indirect effects of independent language skills on the integrated writing performance of Chinese-speaking students with low proficiency. Reading and Writing 34:10, pages 2529-2557.
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Hyejin Cho & YouJin Kim. (2021) Comparing the characteristics of EFL students’ multimodal composing and traditional monomodal writing: The case of a reading-to-write task. Language Teaching Research, pages 136216882110467.
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Takumi Muroi, Takeshi Kato & Yuichi Ono. (2021) Text Cohesion and Prediction of General Proficiency in Reading-Writing Integrated Tasks. Text Cohesion and Prediction of General Proficiency in Reading-Writing Integrated Tasks.
Stephen M. Doolan. (2021) An exploratory analysis of source integration in post-secondary L1 and L2 source-based writing. English for Specific Purposes 62, pages 128-141.
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Jingjing Qin & Yingliang Liu. (2021) The Influence of Reading Texts on L2 Reading-to-Write Argumentative Writing. Frontiers in Psychology 12.
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Amy Lombardi. (2021) More is more: Explicit intertextuality in university writing placement exam essays. Journal of English for Academic Purposes 50, pages 100955.
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Lia Plakans. 2013. The Encyclopedia of Applied Linguistics. The Encyclopedia of Applied Linguistics 1 8 .
Heike Neumann, Sarah Leu, Kim McDonough & Bonnie Crawford. (2020) Improving students’ source integration skills: Does a focus on reading comprehension and vocabulary development work?. Journal of English for Academic Purposes 48, pages 100909.
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Scott E. Grapin & Lorena Llosa. (2020) Toward an integrative framework for understanding multimodal L2 writing in the content areas. Journal of Second Language Writing 47, pages 100711.
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Yasuyo Sawaki. 2020. Another Generation of Fundamental Considerations in Language Assessment. Another Generation of Fundamental Considerations in Language Assessment 153 171 .
Elena Khvatova & Elena Krutskikh. 2020. Changing Language Assessment. Changing Language Assessment 133 158 .
Anchana Rukthong & Tineke Brunfaut. (2019) Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks. Language Testing, pages 026553221987147.
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Caroline Payant, Kim McDonough, Pakize Uludag & Rachael Lindberg. (2019) Predicting integrated writing task performance: Source comprehension, prewriting planning, and individual differences. Journal of English for Academic Purposes 40, pages 87-97.
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Lia Plakans, Atta Gebril & Zeynep Bilki. (2016) Shaping a score: Complexity, accuracy, and fluency in integrated writing performances. Language Testing 36:2, pages 161-179.
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Heike Neumann, Sarah Leu & Kim McDonough. (2019) L2 writers’ use of outside sources and the related challenges. Journal of English for Academic Purposes 38, pages 106-120.
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Renka Ohta, Lia M. Plakans & Atta Gebril. (2018) Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis. Assessing Writing 38, pages 21-36.
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Ha Ram Kim, Melissa Bowles, Xun Yan & Sun Joo Chung. (2018) Examining the comparability between paper- and computer-based versions of an integrated writing placement test. Assessing Writing 36, pages 49-62.
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Lia Plakans & Jui‐Teng Liao. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 6 .
Lia Plakans. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 7 .
Noriko Iwashita & Robyn Spence-Brown. (2018) Assessing writing ability in a foreign language at secondary school. Australian Review of Applied Linguistics 41:1, pages 28-60.
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Ah-Young (Alicia) Kim & Hyun Jung Kim. (2017) The effectiveness of instructor feedback for learning-oriented language assessment: Using an integrated reading-to-write task for English for academic purposes. Assessing Writing 32, pages 57-71.
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Lia Plakans & Atta Gebril. (2017) Exploring the relationship of organization and connection with scores in integrated writing assessment. Assessing Writing 31, pages 98-112.
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Yasmine Soheim. 2017. Evaluation in Foreign Language Education in the Middle East and North Africa. Evaluation in Foreign Language Education in the Middle East and North Africa 169 183 .
Gillian Wigglesworth & Kellie Frost. 2017. Language Testing and Assessment. Language Testing and Assessment 121 133 .
Atta Gebril & Lia Plakans. (2016) Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency. Journal of English for Academic Purposes 24, pages 78-88.
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Gi-Zen Liu, Vivien Lin, Xiaojing Kou & Hong-You Wang. (2016) Best practices in L2 English source use pedagogy: A thematic review and synthesis of empirical studies. Educational Research Review 19, pages 36-57.
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Stephen M. Doolan & Shannon Fitzsimmons-Doolan. (2016) Facilitating L2 Writers' Interpretation of Source Texts. TESOL Journal 7:3, pages 716-745.
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Gillian Wigglesworth & Kellie Frost. 2016. Language Testing and Assessment. Language Testing and Assessment 1 13 .
Sun-Young Shin & Doreen Ewert. (2014) What accounts for integrated reading-to-write task scores?. Language Testing 32:2, pages 259-281.
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Lia Plakans. (2015) Integrated Second Language Writing Assessment: Why? What? How?. Language and Linguistics Compass 9:4, pages 159-167.
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Ida Fatimawati Adi Badiozaman. (2014) Paraphrasing challenges faced by Malaysian ESL students. Issues in Language Studies 3:2.
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Ute Knoch, Susy Macqueen & Sally O'Hagan. (2014) An Investigation of the Effect of Task Type on the Discourse Produced by Students at Various Score Levels in the TOEFL iBT ® Writing Test . ETS Research Report Series 2014:2, pages 1-74.
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Atta Gebril & Lia Plakans. (2014) Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks. Assessing Writing 21, pages 56-73.
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Lia Plakans. 2013. The Companion to Language Assessment. The Companion to Language Assessment 1390 1402 .

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