Second language writing: assessment issues

Hamp‐Lyons, Liz

doi:10.1017/cbo9781139524551.009

Cited by 117 publications

(79 citation statements)

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“…This demonstrates that both groups are good at uniting readers and negotiating an alliance with them. (29) but (28) but (24) however (27) while (24) not/no (21) still (18) although (15) even (10) yet (13) not/no (8) still (12) cannot (7) against (8) although (7) cannot (7) never (6) even (7) without (5) does not (6) … … Table 10 shows the distribution of entertain lexes in students from the two countries. It is an engagement resources that frequently used by Chinese students, and the most used engagement of American students.…”

Section: B Engagement Resourcesmentioning

confidence: 98%

Appraisal Resources in Chinese College Students' English Argumentative Writing

Yu¹

2016

JLTR

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Abstract-Appraisal system is the new development of Halliday's interpersonal function, which is a very important parameter in argumentative writing since its purpose is to influence and convince readers. Directed by appraisal system, with UAM corpus tool for annotation and statistics, this paper carried out a comparative empirical research in interpersonal meaning on Chinese and American students' 64 English argumentative essays. The study found that the overall use of appraisal resources in Chinese English majors' essays fell far behind American college students, with the only exception of affect resources. In the attitude subsystem, it shows that Chinese college students have a poor vocabulary, colloquial expressions, subjective logic and other problems; in the engagement, students from the two countries have an abundant use, which may be relevant to argumentative writing itself; although graduation resources are the nucleus of appraisal system, they are least used by the two group of students, probably caused by the reason that graduation meaning are often covert in the text. The study contributes to revealing a comprehensive difference of appraisal resources between Chinese and American college students' argumentative writing, and the teaching of writing in such genre will also be benefited.

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Section: B Engagement Resourcesmentioning

confidence: 98%

Appraisal Resources in Chinese College Students' English Argumentative Writing

Yu¹

2016

JLTR

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“…Test takers in Powers and Fowles did no better on topics they preferred. When the English Language Testing System was being revised, the plan to divide test takers into six discipline areas was abandoned when it was found that there were no systematic differences in test-takers' performances when responding to general and field specific prompts (Hamp-Lyons, 1990). On the other hand, Tedick (1990) reports that ESL graduate students did better on topics specific to their field than on general topics.…”

Section: Prompt Difficultymentioning

confidence: 99%

Writing in the Foreign Language Classroom: The Effects of Prompts on the Iranian Learners of English

Bahrebar¹,

Darabad²

2013

IJELE

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The present study intended to inspect whether different prompts (bare, vocabulary, and prose model) could exert different effects on the overall quality of the Iranian intermediate EFL learners' writing performances or not, and in case of effect, which of the prompts was efficacious toward the enhancement of the participants' overall writing quality. Forty male and female Iranian intermediate students learning English as a foreign language were selected via administering the Preliminary English Test (PET) and were each given three different writing prompts (bare, vocabulary, and prose model) during three consecutive weeks to write. The writing tasks involved the descriptive mode of discourse. Each task was presented in the context of a reply to an imaginary pen pal from England, Jack. A close examination of the results manifested the fact that the prose model elicited the best overall writing quality in the descriptive discourse mode when evaluated holistically. The bare prompt typically resulted in the poorest writing. The vocabulary prompt elicited writing samples that usually were of higher overall quality than those obtained with a bare prompt, but of lower quality than samples obtained with a prose model prompt.

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“…Anchor papers are also employed as benchmarks to which raters can refer in order to avoid disagreements that may result in significantly different scores. Still another way is having a third rater score the essay on whose grade the raters do not seem to reach a consensus (Hamp-Lyons, 1990;Odell, 1981) Using clear statements to describe the determined criteria and eliminating or rewording the ambiguous terms can also contribute to the reliability of the instrument. Another factor that raises the reliability of a scale is a higher number of subscales (Brown & Bailey, 1984).…”

Section: Reliabilitymentioning

confidence: 99%

Materials for Assessing the Writing Skill

Nimehchisalem¹

2010

ALLS

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This paper reviews the issues of concern in writing scale development in English as Second Language (ESL) settings with an intention to provide a useful guide for researchers or writing teachers who wish to develop or adapt valid, reliable and efficient writing scales considering their present assessment situations. With a brief discussion on the rationale behind writing scales, the author considers the process of scale development by breaking it into three phases of design, operationalization and administration. The issues discussed in the first phase include analyzing the samples, deciding on the type of scale and ensuring the validity of its design. Phase two encompasses setting the scale criteria, operationalization of definitions, setting a numerical value, assigning an appropriate weight for each trait, accounting for validity and reliability. The final phase comprises recommendations on how a writing scale should be used.

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Second language writing: assessment issues

Cited by 117 publications

References 0 publications

Appraisal Resources in Chinese College Students' English Argumentative Writing

Appraisal Resources in Chinese College Students' English Argumentative Writing

Writing in the Foreign Language Classroom: The Effects of Prompts on the Iranian Learners of English

Materials for Assessing the Writing Skill

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