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

Refining the Construct of Classroom-Based Writing-From-Readings Assessment: The Role of Task Representation

Mark Wolfersberger Brigham Young University – Hawaii, Honolulu, Hawaii, USACorrespondence[email protected]
Pages 49-72 | Published online: 25 Feb 2013

Citations (15)

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Read on this site (2)

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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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 (13)

Veronika Hamann. (2023) Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses. Linguistics and Education 77, pages 101193.
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Christian Tarchi, Ruth Villalón & Elena Lamanda. (2022) Investigating the effect of thinking dispositions on source-based writing: A randomized control trial. Thinking Skills and Creativity, pages 101128.
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Xinhua Zhu, Guan Ying Li, Choo Mui Cheong, Guoxing Yu & Xian Liao. (2020) Secondary school students’ discourse synthesis performance on Chinese (L1) and English (L2) integrated writing assessments. Reading and Writing 34:1, pages 49-78.
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Lia Plakans. 2013. The Encyclopedia of Applied Linguistics. The Encyclopedia of Applied Linguistics 1 8 .
Baraa Khuder & Nigel Harwood. (2019) L2 Writing Task Representation in Test-Like and Non-Test-Like Situations. Written Communication 36:4, pages 578-632.
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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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Quynh Nguyen & Louisa Buckingham. (2019) Source-use expectations in assignments: The perceptions and practices of Vietnamese Master's students. English for Specific Purposes 53, pages 90-103.
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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 .
Alister Cumming, Conttia Lai & Hyeyoon Cho. (2016) Students' writing from sources for academic purposes: A synthesis of recent research. Journal of English for Academic Purposes 23, pages 47-58.
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Doreen Ewert & Sun-Young Shin. (2015) Examining instructors’ conceptualizations and challenges in designing a data-driven rating scale for a reading-to-write task. Assessing Writing 26, pages 38-50.
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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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