Assessing Writing

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April 2021

  1. Apr 2021
    “I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing ↗
    Shulin Yu; Yao Zheng; Lianjiang Jiang; Chunhong Liu; Yiqin Xu
    doi:10.1016/j.asw.2021.100528
  2. Apr 2021
    An integrated mixed-methods study of contract grading's impact on adolescents' perceptions of stress in high school English: a pilot study ↗
    Emily Ward
    doi:10.1016/j.asw.2020.100508
  3. Apr 2021
    Easing stress: Contract grading’s impact on adolescents’ perceptions of workload demands, time constraints, and challenge appraisal in high school English ↗
    Emily Ward
    doi:10.1016/j.asw.2021.100526
  4. Apr 2021
    Directed Self-Placement: Subconstructs and group differences at a U.S. university ↗
    Laura Aull
    writing program administration
    doi:10.1016/j.asw.2021.100522
  5. Apr 2021
    What interpretations can we make from scores on graphic-prompt writing (GPW) tasks? An argument-based approach to test validation ↗
    YunDeok Choi
    doi:10.1016/j.asw.2021.100523
  6. Apr 2021
    Development and validation of the Situated Academic Writing Self-Efficacy Scale (SAWSES) ↗
    Kim M. Mitchell; Diana E. McMillan; Michelle M. Lobchuk; Nathan C. Nickel; Rasheda Rabbani; Johnson Li
    doi:10.1016/j.asw.2021.100524
  7. Apr 2021
    Improving student feedback literacy in academic writing: An evidence-based framework ↗
    Shulin Yu; Chunhong Liu
    doi:10.1016/j.asw.2021.100525
  8. Apr 2021
    Teachers’ perspectives on the causes of rater discrepancy in an English for Academic Purposes context ↗
    Simon Mumford; Derin Atay
    doi:10.1016/j.asw.2021.100527
  9. Apr 2021
    Writing motivation: A validation study of self-judgment and performance ↗
    Guangming Ling; Norbert Elliot; Jill C. Burstein; Daniel F. McCaffrey; Charles A. MacArthur; Steven Holtzman
    doi:10.1016/j.asw.2020.100509
  10. Apr 2021
    Editorial ↗
    Martin East; David Slomp
    doi:10.1016/j.asw.2021.100537

January 2021

  1. Jan 2021
    Editorial ↗
    David Slomp; Martin East
    doi:10.1016/j.asw.2021.100512
  2. Jan 2021
    Editorial Board ↗
    doi:10.1016/s1075-2935(21)00006-4
  3. Jan 2021
    Complexity, accuracy, and fluency as indices of college-level L2 writers’ proficiency ↗
    Jessie S. Barrot; Joan Y. Agdeppa
    doi:10.1016/j.asw.2020.100510
  4. Jan 2021
    The development and validation of an inventory on English writing teacher beliefs ↗
    Mehmet Karaca; Hacer Hande Uysal
    doi:10.1016/j.asw.2020.100507
  5. Jan 2021
    Syntactic complexity in L2 learners’ argumentative writing: Developmental stages and the within-genre topic effect ↗
    Nesrin Atak; Aysel Saricaoglu
    doi:10.1016/j.asw.2020.100506
  6. Jan 2021
    Exploiting the potential of peer feedback: The combined use of face-to-face feedback and e-feedback in doctoral writing groups ↗
    Fangtong Liu; Jianxia Du; Danny Quan Zhou; Bosu Huang
    doi:10.1016/j.asw.2020.100482
  7. Jan 2021
    Lexical density and diversity in dissertation abstracts: Revisiting English L1 vs. L2 text differences ↗
    Maryam Nasseri; Paul Thompson
    doi:10.1016/j.asw.2020.100511
  8. Jan 2021
    Investigating minimum text lengths for lexical diversity indices ↗
    Fred Zenker; Kristopher Kyle
    doi:10.1016/j.asw.2020.100505
  9. Jan 2021
    The role of L2 writing self-efficacy in integrated writing strategy use and performance ↗
    Seyyed Ehsan Golparvar; Afshin Khafi
    multilingual writers
    doi:10.1016/j.asw.2020.100504

October 2020

  1. Oct 2020
    Editorial Board ↗
    doi:10.1016/s1075-2935(20)30060-x
  2. Oct 2020
    Designing proficiency-oriented performance tasks for the 21st-century workplace written communication: An evidence-centered design approach ↗
    Ahmet Dursun; Jennifer K. Morris; Aylin Ünaldı
    multimodality
    doi:10.1016/j.asw.2020.100487
  3. Oct 2020
    Capturing domain expert perspectives in devising a rating scale for a health specific writing test: How close can we get? ↗
    Ute Knoch; Catherine Elder; Robyn Woodward-Kron; Elizabeth Manias; Eleanor Flynn; Tim McNamara; Annemiek Huisman; Barbara Ying Zhang
    doi:10.1016/j.asw.2020.100489
  4. Oct 2020
    Using Eli review as a strategy for feedback in online courses ↗
    Angela Laflen
    online writing instruction
    doi:10.1016/j.asw.2020.100486
  5. Oct 2020
    The writing that nurses do: Investigating changes to standards over time ↗
    Brigita Séguis; Gad S. Lim
    doi:10.1016/j.asw.2020.100491
  6. Oct 2020
    Editorial ↗
    Martin East; David Slomp
    doi:10.1016/j.asw.2020.100494
  7. Oct 2020
    Moodle quizzes and their usability for formative assessment of academic writing ↗
    Weronika Fernando
    technical communication
    doi:10.1016/j.asw.2020.100485
  8. Oct 2020
    Student-centered assessment and online writing feedback: Technology in a time of crisis ↗
    Laura Aull
    online writing instruction
    doi:10.1016/j.asw.2020.100483
  9. Oct 2020
    Comparing writing proficiency assessments used in professional medical registration: A methodology to inform policy and practice ↗
    Sathena Chan; Lynda Taylor
    doi:10.1016/j.asw.2020.100493
  10. Oct 2020
    TOEIC® Writing test scores as indicators of the functional adequacy of writing in the international workplace: Evaluation by linguistic laypersons ↗
    Jonathan Schmidgall; Donald E. Powers
    doi:10.1016/j.asw.2020.100492
  11. Oct 2020
    Assessing writing for workplace purposes: Risks, conundrums and compromises ↗
    Susy Macqueen; Cathie Elder; Ute Knoch
    doi:10.1016/j.asw.2020.100484
  12. Oct 2020
    Assessing Business English writing: The development and validation of a proficiency scale ↗
    Li Wang; Jason Fan
    doi:10.1016/j.asw.2020.100490
  13. Oct 2020
    ‘I will go to my grave fighting for grammar’: Exploring the ability of language-trained raters to implement a professionally-relevant rating scale for writing ↗
    Ute Knoch; Barbara Ying Zhang; Catherine Elder; Eleanor Flynn; Annemiek Huisman; Robyn Woodward-Kron; Elizabeth Manias; Tim McNamara
    doi:10.1016/j.asw.2020.100488

July 2020

  1. Jul 2020
    Beyond linguistic complexity: Assessing register flexibility in EFL writing across contexts ↗
    Wenjuan Qin; Paola Uccelli
    multilingual writers
    doi:10.1016/j.asw.2020.100465
  2. Jul 2020
    Editorial Board ↗
    doi:10.1016/s1075-2935(20)30037-4
  3. Jul 2020
    The relationship between features of source text use and integrated writing quality ↗
    Kristopher Kyle
    doi:10.1016/j.asw.2020.100467
  4. Jul 2020
    Feedback scope in written corrective feedback: Analysis of empirical research in L2 contexts ↗
    Zhicheng Mao; Icy Lee
    empirical research
    doi:10.1016/j.asw.2020.100469
  5. Jul 2020
    Rater Negotiation Scheme: How writing raters resolve score discrepancies ↗
    Ece Sevgi-Sole; Aylin Ünaldı
    multilingual writers
    doi:10.1016/j.asw.2020.100466
  6. Jul 2020
    Changing stories: Linguistically-informed assessment of development in narrative writing ↗
    Carmel Sandiford; Mary Macken-Horarik
    doi:10.1016/j.asw.2020.100471
  7. Jul 2020
    Engaging expectations: Measuring helpfulness as an alternative to student evaluations of teaching ↗
    Mathew Gomes; Wenjuan Ma
    doi:10.1016/j.asw.2020.100464
  8. Jul 2020
    Volume 45 Editorial ↗
    David Slomp; Martin East
    doi:10.1016/j.asw.2020.100472
  9. Jul 2020
    Presentation-mode effects in large-scale writing assessments ↗
    Thomas Canz; Lars Hoffmann; Renate Kania
    assessment multimodality
    doi:10.1016/j.asw.2020.100470
  10. Jul 2020
    Co-constructed rubrics and assessment for learning: The impact on middle school students’ attitudes and writing skills ↗
    May Abdul Ghaffar; Megan Khairallah; Sara Salloum
    assessment
    doi:10.1016/j.asw.2020.100468

April 2020

  1. Apr 2020
    Student engagement with automated written corrective feedback (AWCF) provided by Grammarly: A multiple case study ↗
    Svetlana Koltovskaia
    qualitative research
    doi:10.1016/j.asw.2020.100450
  2. Apr 2020
    eRevis(ing): Students’ revision of text evidence use in an automated writing evaluation system ↗
    Elaine Lin Wang; Lindsay Clare Matsumura; Richard Correnti; Diane Litman; Haoran Zhang; Emily Howe; Ahmed Magooda; Rafael Quintana
    artificial intelligence revision
    doi:10.1016/j.asw.2020.100449
  3. Apr 2020
    Assessing the metacognitive awareness relevant to L1-to-L2 rhetorical transfer in L2 writing: The cases of Chinese EFL writers across proficiency levels ↗
    Xing Wei
    multilingual writers
    doi:10.1016/j.asw.2020.100452
  4. Apr 2020
    Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study ↗
    Shulin Yu; Lianjiang Jiang; Nan Zhou
    multilingual writers
    doi:10.1016/j.asw.2020.100451
  5. Apr 2020
    Editorial ↗
    Martin East; David Slomp
    doi:10.1016/j.asw.2020.100453
  6. Apr 2020
    Editorial Board ↗
    doi:10.1016/s1075-2935(20)30018-0

January 2020

  1. Jan 2020
    Do raters use rating scale categories consistently across analytic rubric domains in writing assessment? ↗
    Stefanie A. Wind
    assessment
    doi:10.1016/j.asw.2019.100416
  2. Jan 2020
    A measure of possible sources of demotivation in L2 writing: A scale development and validation study ↗
    Mehmet Karaca; Serhat Inan
    multilingual writers
    doi:10.1016/j.asw.2019.100438