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

Plakans, Lia; Gebril, Atta

doi:10.1016/j.jslw.2013.02.003

Cited by 119 publications

(89 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, Mary might have planned to summarise ideas from the two sources and interpret relations between these ideas. However, evidence showed that she actually 'transformed' these ideas by lifting chunks of texts from sources and 'connected' them by using formulaic expressions, which is a typical feature found in low-scoring performances (Plakans & Gebril, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…The results indicate that there is a threshold for reading comprehension in writers' ability of source use on integrated tasks. Another study by Plakans and Gebril (2013) investigated features of source use in 480 TOEFL iBT performances by textual analysis. They found that high-scoring texts included important ideas from both sources (i.e.…”

Section: Reading-into-writing Processesmentioning

confidence: 99%

See 1 more Smart Citation

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Chan

2017

Lang Test Asia

View full text Add to dashboard Cite

Background: Integrated reading-into-writing tasks are increasingly used in large-scale language proficiency tests. Such tasks are said to possess higher authenticity as they reflect real-life writing conditions better than independent, writing-only tasks. However, to effectively define the reading-into-writing construct, more empirical evidence regarding how writers compose from sources both in real-life and under test conditions is urgently needed. Most previous process studies used think aloud or questionnaire to collect evidence. These methods rely on participants' perceptions of their processes, as well as their ability to report them. Findings: This paper reports on a small-scale experimental study to explore writers' processes on a reading-into-writing test by employing keystroke logging. Two L2 postgraduates completed an argumentative essay on computer. Their text production processes were captured by a keystroke logging programme. Students were also interviewed to provide additional information. Keystroke logging like most computing tools provides a range of measures. The study examined the students' reading-intowriting processes by analysing a selection of the keystroke logging measures in conjunction with students' final texts and interview protocols.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Reading-into-writing Processesmentioning

confidence: 99%

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Chan

2017

Lang Test Asia

View full text Add to dashboard Cite

show abstract

“…Automated Essay Scoring (AES) systems constitute a relatively well-developed commercial technology for evaluation of students' written essays (Burstein et al 1998;Burstein 2003;Edelblut and Change 2004;Foltz et al 2013;Landauer et al 2003;Plakans and Gebril 2013;Rock 2007;Rudner et al 2006). They typically assign scores to essays on a 3-point or 4-point scale, and agree with human scorers as well as human scorers agree with each other.…”

Section: Automated Rubrics and Support For Source-based Writingmentioning

confidence: 99%

Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing

Passonneau

McNamara

Muresan

et al. 2017

Int J Artif Intell Educ

View full text Add to dashboard Cite

“…The most accepted definition is that integrated writing tasks encompass several source texts to which the writers will respond to by combining the concepts in the source texts (Plakans & Gebril, 2013;Weigle & Parker, 2012). Delaney (2008) provided the evidence for the uniqueness of integrated writing construct that was unrelated to the constructs of reading comprehension or essay writing abilities.…”

Section: Source-based Writing Tasksmentioning

confidence: 99%

Source-Based Tasks in Writing Independent and Integrated Essays

Gholami¹,

Alinasab²

2017

INT J INSTRUCTION

View full text Add to dashboard Cite

Integrated writing tasks have gained considerable attention in ESL and EFL writing assessment and are frequently needed and used in academic settings and daily life. However, they are very rarely practiced and promoted in writing classes. This paper explored the effects of source-based writing practice on EFL learners' composing abilities and investigated the probable differences between those tasks and independent writing ones in improving Iranian EFL learners' essay writing abilities. To this end, a quasi-experimental design was implemented to gauge EFL learners' writing improvements using a pretest-posttest layout. Twenty female learners taking a TOEFL iBT preparation course were randomly divided into an only-writing group with just independent writing instruction and essay practice, and a hybrid-writing-approach group receiving instruction and practice on independent writing plus source-based essay writing for ten sessions. Based on the findings, the participants with hybrid writing practice outperformed their counterparts in integrated essay tests. Their superior performance was not observed in the case of traditional independent writing tasks. The present study calls for incorporating more source-based writing tasks in writing courses.

show abstract

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

Cited by 119 publications

References 32 publications

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Using keystroke logging to understand writers’ processes on a reading-into-writing test

Preface: Special Issue on Multidisciplinary Approaches to AI and Education for Reading and Writing

Source-Based Tasks in Writing Independent and Integrated Essays

Contact Info

Product

Resources

About