Assessing Writing

1000 articles
Year: – Topic:
Export:

July 2023

  1. Jul 2023
    Using Peerceptiv to support AI-based online writing assessment across the disciplines ↗
    Albert W. Li
    assessment online writing instruction
    doi:10.1016/j.asw.2023.100746
  2. Jul 2023
    Using ChatGPT for second language writing: Pitfalls and potentials ↗
    Jessie S. Barrot
    artificial intelligence multilingual writers
    doi:10.1016/j.asw.2023.100745
  3. Jul 2023
    Connecting form with function: Model texts for bilingual learners’ narrative writing ↗
    Yingmin Wang; Manfei Xu; Yishi Jiang; Tan Jin
    multimodality
    doi:10.1016/j.asw.2023.100753
  4. Jul 2023
    The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing ↗
    Zhibin Shan; Hua Yang; Hao Xu
    assessment multilingual writers
    doi:10.1016/j.asw.2023.100742
  5. Jul 2023
    The development and validation of a scale on L2 writing teacher feedback literacy ↗
    Icy Lee; Mehmet Karaca; Serhat Inan
    multilingual writers revision
    doi:10.1016/j.asw.2023.100743
  6. Jul 2023
    Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays ↗
    Natalia A. Bondar; Susan X Day; Lee Mountain; Laura B. Turchi; Laveria F. Hutchison
    doi:10.1016/j.asw.2023.100724
  7. Jul 2023
    What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard ↗
    Jianling Liao
    doi:10.1016/j.asw.2023.100765
  8. Jul 2023
    Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction ↗
    Mikenna Leigh Sims
    writing pedagogy assessment multilingual writers
    doi:10.1016/j.asw.2023.100731
  9. Jul 2023
    Editorial Board ↗
    doi:10.1016/s1075-2935(23)00085-5
  10. Jul 2023
    A move analysis of Chinese L2 student essays from the sociocognitive perspective: Genres, languages, and writing quality ↗
    Tzu-Shan Chang
    doi:10.1016/j.asw.2023.100750
  11. Jul 2023
    Comparing computer-based and paper-based rating modes in an English writing test ↗
    Yuhua Liu; Jianda Liu
    multimodality
    doi:10.1016/j.asw.2023.100771
  12. Jul 2023
    Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions ↗
    Brian C. Graves
    doi:10.1016/j.asw.2023.100754
  13. Jul 2023
    Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test ↗
    Xun Yan; Jiani Lin
    doi:10.1016/j.asw.2023.100767
  14. Jul 2023
    Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing ↗
    Mark Feng Teng; Ying Zhan
    doi:10.1016/j.asw.2023.100728
  15. Jul 2023
    Resiliency and vulnerability in early grades writing performance during the COVID-19 pandemic ↗
    Deborah K. Reed; Jing Ma; Hope K. Gerde
    doi:10.1016/j.asw.2023.100741

April 2023

  1. Apr 2023
    The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment ↗
    Rujun Pan; Xiaofei Lu
    assessment multimodality
    doi:10.1016/j.asw.2023.100699
  2. Apr 2023
    Book review ↗
    Xiaoming Wu
    doi:10.1016/j.asw.2023.100712
  3. Apr 2023
    Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment ↗
    Yen Vo; Heather Rickels; Catherine Welch; Stephen Dunbar
    assessment writing across the curriculum
    doi:10.1016/j.asw.2023.100719
  4. Apr 2023
    The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness ↗
    Yuan ke Li; Shiwan Lin; Yarou Liu; Xiaofei Lu
    doi:10.1016/j.asw.2023.100707
  5. Apr 2023
    Book review ↗
    Mengjie Xu; Hua Wang
    doi:10.1016/j.asw.2023.100711
  6. Apr 2023
    Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing ↗
    Nourollah Zarrinabadi; Vahid Mahmoudi-Gahrouei; Alireza Mohammadzadeh Mohammadabadi
    multilingual writers
    doi:10.1016/j.asw.2023.100714
  7. Apr 2023
    Editorial ↗
    doi:10.1016/j.asw.2023.100744
  8. Apr 2023
    Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing ↗
    Murad Abdu Saeed; Mohammed Abdullah Alharbi
    multilingual writers
    doi:10.1016/j.asw.2023.100721
  9. Apr 2023
    Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs ↗
    Jian Xu; Yabing Wang
    multilingual writers
    doi:10.1016/j.asw.2023.100698
  10. Apr 2023
    An investigation into L2 writing teacher beliefs and their possible sources ↗
    Mehmet Karaca; Hacer Hande Uysal
    multilingual writers
    doi:10.1016/j.asw.2023.100710
  11. Apr 2023
    Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum ↗
    Emma R. Britton
    revision
    doi:10.1016/j.asw.2023.100709
  12. Apr 2023
    Predicting Chinese EFL Learners’ Human‐rated Writing Quality in Argumentative Writing Through Multidimensional Computational Indices of Lexical Complexity ↗
    Yuxin Peng; Jie Sun; Jianqiang Quan; Yunqi Wang; Chunyang Lv; Haomin Zhang
    multilingual writers
    doi:10.1016/j.asw.2023.100722
  13. Apr 2023
    Editorial Board ↗
    doi:10.1016/s1075-2935(23)00043-0
  14. Apr 2023
    Exploring multilingual students’ feedback literacy in an asynchronous online writing course ↗
    Qianqian Zhang-Wu
    online writing instruction multilingual writers
    doi:10.1016/j.asw.2023.100718
  15. Apr 2023
    Pedagogical values of translingual practices in improving student feedback literacy in academic writing ↗
    Yachao Sun; Ge Lan; Li Zhang
    translingualism
    doi:10.1016/j.asw.2023.100715
  16. Apr 2023
    Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study ↗
    Yongliang Wang; Ali Derakhshan; Ziwen Pan; Farhad Ghiasvand
    assessment multilingual writers
    doi:10.1016/j.asw.2023.100726
  17. Apr 2023
    Feedback on writing through the lens of activity theory: An exploration of changes to peer-to-peer interactions ↗
    Nicholas Carr
    genre theory revision
    doi:10.1016/j.asw.2023.100720
  18. Apr 2023
    Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy ↗
    Ahmet Serdar Acar
    writing pedagogy assessment genre theory multilingual writers
    doi:10.1016/j.asw.2023.100717
  19. Apr 2023
    Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes ↗
    Anisa Cheung
    assessment multimodality
    doi:10.1016/j.asw.2023.100723
  20. Apr 2023
    Experienced but detached from reality: Theorizing and operationalizing the relationship between experience and rater effects ↗
    Iasonas Lamprianou; Dina Tsagari; Nansia Kyriakou
    doi:10.1016/j.asw.2023.100713
  21. Apr 2023
    Constructing and validating a self-assessment scale for Chinese college English-major students’ feedback knowledge repertoire in EFL academic writing: Item response theory and factor analysis approaches ↗
    Jinyan Huang; Tiantian Shu; Yaxin Dong; Danni Zhu
    multilingual writers
    doi:10.1016/j.asw.2023.100716
  22. Apr 2023
    Linguistic complexity as the predictor of EFL independent and integrated writing quality ↗
    Yujie Zhang; Jinghui Ouyang
    multilingual writers
    doi:10.1016/j.asw.2023.100727
  23. Apr 2023
    The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance ↗
    Qi Lu; Yuan Yao; Xinhua Zhu
    graduate education revision
    doi:10.1016/j.asw.2023.100725

January 2023

  1. Jan 2023
    Editorial Board ↗
    doi:10.1016/s1075-2935(23)00012-0
  2. Jan 2023
    Book review ↗
    Sa Xiao; Yan Jin
    doi:10.1016/j.asw.2023.100695
  3. Jan 2023
    Editorial - vol 55 Jan 2023 ↗
    Martin East; David Slomp
    doi:10.1016/j.asw.2023.100700
  4. Jan 2023
    Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing ↗
    Lindsay Clare Matsumura; Elaine Lin Wang; Richard Correnti; Diane Litman
    doi:10.1016/j.asw.2022.100689
  5. Jan 2023
    Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results? ↗
    Angenette C. Imbler; Sarah K. Clark; Terrell A. Young; Erika Feinauer
    assessment
    doi:10.1016/j.asw.2022.100676
  6. Jan 2023
    A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing ↗
    Ting Sophia Xu; Lawrence Jun Zhang; Janet S. Gaffney
    doi:10.1016/j.asw.2022.100690
  7. Jan 2023
    Book Review ↗
    Kai Zhao
    doi:10.1016/j.asw.2023.100696
  8. Jan 2023
    Assessing the writing quality of English research articles based on absolute and relative measures of syntactic complexity ↗
    Yuxi Li; Ruiying Yang
    scientific writing
    doi:10.1016/j.asw.2022.100692
  9. Jan 2023
    Exploring the development of student feedback literacy in the second language writing classroom ↗
    Tiefu Zhang; Zhicheng Mao
    multilingual writers
    doi:10.1016/j.asw.2023.100697
  10. Jan 2023
    The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing: A mixed-method research ↗
    Yuan Yao; Xinhua Zhu; Siyu Zhu; Yue Jiang
    graduate education
    doi:10.1016/j.asw.2022.100687
  11. Jan 2023
    Comparing summative and dynamic assessments of L2 written argumentative discourse: Microgenetic validity evidence ↗
    Ali Hadidi
    doi:10.1016/j.asw.2022.100691
  12. Jan 2023
    Visual thinking and argumentative writing: A social-cognitive pairing for student writing development ↗
    Ross C. Anderson; Erin A. Chaparro; Keith Smolkowski; Rachel Cameron
    doi:10.1016/j.asw.2023.100694