Developing rubrics to assess the reading-into-writing skills: a case study
AffiliationUniversity of Bedfordshire
Q110 Applied Linguistics
MetadataShow full item record
AbstractThe integrated assessment of language skills, particularly reading-into-writing, is experiencing a renaissance. The use of rating rubrics, with verbal descriptors that describe quality of L2 writing performance, in large scale assessment is well-established. However, less attention has been directed towards the development of reading-into-writing rubrics. The task of identifying and evaluating the contribution of reading ability to the writing process and product so that it can be reflected in a set of rating criteria is not straightforward. This paper reports on a recent project to define the construct of reading-into-writing ability for designing a suite of integrated tasks at four proficiency levels, ranging from CEFR A2 to C1. The authors discuss how the processes of theoretical construct definition, together with empirical analyses of test taker performance, were used to underpin the development of rating rubrics for the reading-into-writing tests. Methodologies utilised in the project included questionnaire, expert panel judgement, group interview, automated textual analysis and analysis of rater reliability. Based on the results of three pilot studies, the effectiveness of the rating rubrics is discussed. The findings can inform decisions about how best to account for both the reading and writing dimensions of test taker performance in the rubrics descriptors.
CitationChan S., Inoue C., Taylor L. (2015) 'Developing rubrics to assess the reading-into-writing skills: a case study', Assessing Writing, 26, pp.20-37.
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Green - can archive pre-print and post-print or publisher's version/PDF
Showing items related by title, author, creator and subject.
WAC in FYW: building bridges and teachers as architectsSoriano, Maria L.; Writing Center, John Carroll University, USA (University of Bedfordshire, 2014-07)Students entering the first-year writing classroom directly out of high school often tell me that they had to 'write differently for each teacher and class.' Imagine their confusion and apprehension when they are told that one of the objectives of FYW is to prepare them for academic writing across all disciplines! How can teachers incorporate cross-curricular skills into their lessons? More importantly, amongst the already-complex demands on the purposes and goals of FYW courses, how do students learn these techniques that teachers deem 'easily-transferrable'? I argue, first, that the FYW classroom is an ideal location to present students with the individual tools for writing in any discipline. We discuss elements of writing like organization, idea development, thesis statements, citation, and the writing process within our courses as part of the standard curriculum. Therefore, I argue that the multi-faceted roles of FYW teachers include the characteristic of architect, and assert that transforming our lessons into WAC lessons involves the incorporation of examples, standards, and formats from outside disciplines. Mentioning how thesis statements tie together English and Religion papers or how dividing a paper into sections enhances the organization of Biology lab reports and Business reports establishes connections for students. With some simple additions to teachers' lessons, students will find that the writing techniques they learn are just as crucial and useful in both core and major classes. Building these bridges reinforces the lifelong importance of writing and helps students continue to develop their writing skills across and through the college curriculum.
CLE Writing Retreat 2015: 8-10 April 2015: Hitchin PrioryMathew, David; University of Bedfordshire (University of Bedfordshire, 2015-07)The Writing Retreat process began in 2009 when the first retreat was held at Streatley, Oxfordshire. This retreat and that held at Highgate Hall in Northants in 2010 were organised by the University's Centre for Excellence in Teaching and Learning to produce two internally published books charting different departmental perspectives on the significant curriculum changes introduced during that time. Since 2011 and up to the current event, Writing Retreats have had a different purpose: to produce individually authored articles for externally published academic journals. The three‐day Writing Retreat is the end of a nine‐month, fully supported process. Calls for expressions of interest go out in July, and participants must then pass certain milestones by specific dates. (For example, the abstract must be submitted by a certain date; a first draft must be completed by a certain date.) By adhering to these milestone dates we are able to keep a check on the numbers who apply, but it also serves the function of ensuring that everyone is aware of his or her own target when it comes to the event itself. The Writing Retreat objective forms part of the CLE’s strategy to support the University's ethos of scholarship by encouraging academic writing for publication. Writing Retreats allow particpants the opportunity to dedicate time and concentration to a specific piece of writing with the support of their colleagues. By taking the colleague away from his or her more customary work patterns and rhythms of the working week, the Writing Retreat provides space to focus. Although the three days are busy with activities, workshops and tasks, the focus is very much on completing the paper in question.
'Pleasure balks, bliss appears' or 'The apparatus shines like a blade' : towards a theory of a progressive reading praxis in creative writing pedagogyJarvis, Timothy (Australasian Association of Writing Progams, 2011-11-01)This article argues that a reformation of Creative Writing’s reading praxis is required if it is to develop its unique potential as a field of intellectual enquiry. Roland Barthes, in his essay ‘On Reading’, identifies three types of reading pleasure. The third of these modes is that of ‘Writing’, in which ‘reading is a conductor of the Desire to write’. Of this mode, Barthes writes: Is this pleasure of production an elitist pleasure, reserved only to potential writers? In our society, a society of consumption and not production, a society of reading … and not a society of writing ... everything is done to block the answer ... my profound and -constant conviction is that it will never be possible to liberate reading if, in the same impulse, we do not liberate writing. (Barthes 1989: 41) It is the contention of the author of this article that the teaching of the ‘reading as a writer’ method in Creative Writing classrooms gives rise to a situation the inverse of that Barthes describes; it makes Creative Writing into a ‘society of writing’ in which reading is trammelled. The article explores and critiques the ‘reading as a writer’ technique, examines various progressive models of Creative Writing reading praxis, and proposes a radical ‘writerly reading’ praxis suggested by concepts from the work of Michel de Certeau. Keywords: Pedagogy, 'reading as a writer', experimental fiction