A Study of Writing Tasks Assigned in Academic Degree Programs

Hale, Gordon A.; Taylor, Carol A.; Bridgeman, Brent; Carson, Joan G.; Kroll, Barbara; Kantor, Robert

doi:10.1002/j.2333-8504.1995.tb01678.x

Cited by 54 publications

(51 citation statements)

References 18 publications

(15 reference statements)

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“…The communicative purpose of the essay is to persuade the reader of the correctness of a central statement (Hyland, 1990); it presents and develops a proposition, by arranging several arguments to defend or explain a point of view (Hale et al, 1996;Henry & Roseberry, 1999;Hyland, 2009). The textbook is an introductory text in undergraduate fi elds which arranges the accepted knowledge of a discipline into 9 a coherent whole (Myers, 1992;Swales, 1995); it is written by experts and it is oriented to students that need to learn and acquire the fundamental concepts of their discipline (Alred & Thelen, 1993).…”

mentioning

confidence: 99%

Causality and Subjectivity in Spanish Connectives: Exploring the Use of Automatic Subjectivity Analyses in Various Text Types

Santana¹,

Nieuwenhuijsen²,

Spooren³

et al. 2017

discours

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mentioning

confidence: 99%

Causality and Subjectivity in Spanish Connectives: Exploring the Use of Automatic Subjectivity Analyses in Various Text Types

Santana¹,

Nieuwenhuijsen²,

Spooren³

et al. 2017

discours

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“…Not only do real writing tasks not begin with a particular form which merely awaits content in order to become a completed text, but content itself usually does not get generated without the writer first having a purpose for writing. Nevertheless, I caution against abandoning the "rhetorical pattern" approach altogether (as do Ferris and Hedgcock 2005), for there is evidence that many academic writing tasks outside of English departments or ESL/EFL classes do ask students to prepare papers which follow a particular format (Horowitz 1986;Hale et al 1996;Wambach 1998;Braine 2001;Zhu 2004) and the ability of L2 writers to prepare papers that meet reader expectations has a definite value within an academic environment. Further, a related study conducted in the FL environment (Way, Joiner, and Seaman 2000), with French as the target language, demonstrated that secondary school students performed better at writing when provided with a prose model stimulus than when asked to write a descriptive or narrative piece in the absence of any models.…”

Section: Patterns Models and Genre Approachesmentioning

confidence: 95%

Techniques for shaping writing course curricula: Strategies in designing assignments

Kroll¹

2006

Current Trends in the Development and Teaching of the Four Language Skills

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“…The development of the items related to course assignments was informed by previous studies on this topic as well (Ginther & Grant, 1996;Hale et al, 1996;Waters, 1996). It is worth noting that such taxonomies are not often validated empirically.…”

Section: University Student Surveymentioning

confidence: 99%

Criterion‐related Validity of the Toefl Ibt Listening Section

Sawaki

Nissan

2009

ETS Research Report Series

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The study investigated the criterion-related validity of the Test of English as a ForeignLanguage™ Internet-based test (TOEFL ® iBT) Listening section by examining its relationship to a criterion measure designed to reflect language-use tasks that university students encounter in everyday academic life: listening to academic lectures. The design of the criterion measure was informed by students' responses to a survey on the frequency and importance of various classroom tasks that require academic listening, and the relationship of these tasks to successful course completion. The criterion measure consisted of three videotaped lectures (in physics, history, and psychology) and included tasks created by content experts who are former university professors of the relevant content area. These tasks reflected what the content experts expected students to have comprehended during the lecture.The criterion measure and the TOEFL iBT Listening section were administered to nonnative speakers of English who were enrolled in undergraduate and graduate programs. Data from 221 participants were analyzed. Substantial correlations were observed between the criterion measure and the TOEFL iBT Listening section score for the entire sample and for subgroups (Pearson correlation coefficients ranging from .56 to .74 and disattenuated correlations ranging from .62 to .82). Moreover, the analysis of the mean scores on the criterion measure for different ability groups indicated that participants who scored at or above typical cut scores for international student admission to academic programs (i.e., TOEFL iBT Listening section score of 14 or above) scored, on average, nearly 50% or more on the criterion measure, demonstrating reasonable comprehension of the academic lectures. ETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, two-year colleges, and nonprofit educational exchange agencies.Since its inception in 1963, the TOEFL has evolved from a paper-based test to a computer-based test and, in 2005, to an Internet-based test, TOEFL iBT. One constant throughout this evolution has been a continuing program of research related to the TOEFL test. From 1977 to 2005, nearly 100 research and technical reports on the early versions of TOEFL were published. In 1997, a monograph series that laid the groundwork for the development of TOEFL iBT was launched. With the release of TOEFL iBT, a TOEFL iBT report series has been introduced.Currently this research is carried out in consultation with the TOEFL Committee of Examiners. Its members include representatives of the TOEFL Board and distinguished English as a second language specialists from the academic community. The Committee advises the TOEFL program about research needs and, through the research subcommittee...

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A Study of Writing Tasks Assigned in Academic Degree Programs

Cited by 54 publications

References 18 publications

Causality and Subjectivity in Spanish Connectives: Exploring the Use of Automatic Subjectivity Analyses in Various Text Types

Causality and Subjectivity in Spanish Connectives: Exploring the Use of Automatic Subjectivity Analyses in Various Text Types

Techniques for shaping writing course curricula: Strategies in designing assignments

Criterion‐related Validity of the Toefl Ibt Listening Section

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