Discourse synthesis in integrated second language writing assessment
Identifieur interne : 000579 ( Main/Exploration ); précédent : 000578; suivant : 000580Discourse synthesis in integrated second language writing assessment
Auteurs : Lia Plakans [États-Unis]Source :
- Language Testing [ 0265-5322 ] ; 2009-10.
English descriptors
- Teeft :
- Academic coursework, Academic purposes, Academic tasks, Action writer segments, Baby pictures, Background knowledge, Cambridge university press, Cohen, College composition, Concurrent protocols, Content organization grammar, Contrastive rhetoric, Cultural borrowing, Cumming, Data collection, Digital camera, Discourse, Discourse features, Discourse synthesis, Discourse synthesis framework, Discourse synthesis process, Discourse synthesis subprocesses, Discourse synthesis transformations, Eduardo, English placement exam, Exam, Exploratory study, First language, Foreign influences, Foreign language, Globalization, Good thing, Good topic, Idea units, Language difficulties, Language issues, Language testing, Language testing research, Less discourse synthesis, Megumi, Michigan press, More detail, Other hand, Other participants, Other subprocesses, Other writers, Participant, Placement exam, Plakans, Plakans table, Poor countries, Present study, Previous research, Proficiency, Protocol, Protocol analysis, Reading research, Reading source text, Reflective essay, Relevant information, Research methodology, Sangmin, Second language, Second language proficiency, Source text, Source texts, Specific purposes, Spivey, Stylistic concerns, Subprocess, Subprocesses, Synthesis, Taker, Target language, Task instructions, Technology technology, Test developers, Test takers, Test tasks, Toefl, Toefl scores, Topic, Topic sentence, Total number, University level, Validity evidence, Vocabulary knowledge, Vocabulary punctuation.
Abstract
As integrated tasks become more common in assessing writing for academic purposes, it is necessary to investigate how test takers approach these tasks. The present study explores the processes of test takers undertaking reading-to-write tasks developed for a university English placement exam. Think-aloud protocols and interviews of university-level non-native writers of English were collected to capture the writers’ composing processes. These data were analysed to determine if the tasks elicited an academic writing process of discourse synthesis and to identify what language issues were present. The results revealed some writers use discourse synthesis subprocesses in composing responses to the reading-to-write tasks, with apparent d ifferences across writers. Language difficulties that emerged for writers were vocabulary knowledge and use, as well as stylistic concerns. The implications of the study suggest that reading-to-write tasks may elicit a discourse synthesis process that could be used for validity evidence in some contexts and lead to more appropriate placement into academic writing courses.
Url:
DOI: 10.1177/0265532209340192
Affiliations:
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The present study explores the processes of test takers undertaking reading-to-write tasks developed for a university English placement exam. Think-aloud protocols and interviews of university-level non-native writers of English were collected to capture the writers’ composing processes. These data were analysed to determine if the tasks elicited an academic writing process of discourse synthesis and to identify what language issues were present. The results revealed some writers use discourse synthesis subprocesses in composing responses to the reading-to-write tasks, with apparent d ifferences across writers. Language difficulties that emerged for writers were vocabulary knowledge and use, as well as stylistic concerns. 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