Investigating the reading-to-write construct

Delaney, Yuly Asención

doi:10.1016/j.jeap.2008.04.001

Cited by 121 publications

(68 citation statements)

References 16 publications

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“…In this case, the role of topic mastery is also supported by McNeil's study (2011) on the reading skills of twenty English students that proved mastering topics support better performance in writing essays to represent structural knowledge. The finding of this study is also corroborated by Bacha (2010) which involved teacher-generated topics and Delaney (2008) that students could make analytic writing or essay responses that were more critical than just making resumes on the topic they master.…”

Section: Factors Affecting the Structural Knowledgesupporting

confidence: 83%

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah,

Rohmah,

Afifuddin

2020

EUROPEAN J ED RES

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Developing Indonesian English as a foreign language (EFL) students' structural knowledge presents a number of complexities especially in the bilingual context. This study aimed to determine how the structural knowledge patterns of Indonesian EFL students is, and it specifically explored various aspects that make structural knowledge representation difficult. The research also aimed to formulate an accommodative assessment model for the development of students' structural knowledge. Using a case study design, this study involved 120 English literature students (N=120) taking the Psycholinguistics class at one of the tertiary institutions in Malang, Indonesia. The research instruments included essay tests and questionnaires. The research findings showed that students in bilingual contexts have certain diversity and patterns in their structural knowledge. Second, students' structural knowledge could be influenced by a number of aspects such as topic mastery and the flow of thought. Furthermore, students' structural knowledge can be accommodated in an adequate evaluation model that measures structural knowledge and critical thinking skills. Further research in the area of content and language assessment will complete the study of the significance of structural knowledge in a bilingual context.

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Section: Factors Affecting the Structural Knowledgesupporting

confidence: 83%

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Indah,

Rohmah,

Afifuddin

2020

EUROPEAN J ED RES

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“…Although the variation in quantity and quality of comments can be attributed to writing ability, reading ability is also a possible factor (Delaney, 2008). As pointed out by Kennedy (1985), reading-to-write performance can be affected by the reading ability of learners.…”

Section: Discussionmentioning

confidence: 99%

“…For example, the amount of notes and the sophistication of the content of the notes are influenced by reading levels of the learner (Kennedy, 1985). According to Connor and Krammer (1995) and Delaney (2008), less proficient L2 learners can have difficulty in writing or reading-to-write tasks because they tend to lack the necessary vocabulary and grammar at the sentence level or reading comprehension and writing competence at the discourse level.…”

Section: Introductionmentioning

confidence: 99%

Peer Review Comments Provided by High- and Low-Proficiency L2 Learners: A Comparative Study

Liao¹,

Lo²

2012

IJEL

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This study explored the variations in peer review comments provided by L2 writers of high and low proficiencies. Two sampling procedures were used. First, convenience sampling was used to locate a college essay composition course as the setting of the study. Second, purposeful sampling was used to identify high-and low-performing writers as the subjects, from whom the peer review comments were collected and analyzed. An instruction-learning cycle on argumentative essay writing was conducted for 4 weeks. Each student was subsequently provided with the same sample argumentative essay and a peer review form to conduct the review. The rubrics on the review form included introduction, support for position, sequence, refutation, conclusion, voice, and grammar and spelling. Content analysis was conducted to compare the manner in which the comments varied among students of different writing proficiency levels. The results indicate that, although identifying problems was the dominant comment type of both high-and low-performing writers, high-performing writers tended to provide more details when explaining the identified problems and offering suggestions for revisions. The findings are discussed regarding the implications to peer review training.

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“…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. Plakans (2008) construed the meaning of integrated tasks as the inclusion of source texts, written or spoken, in the prompt in order to provide the writers with sufficient content as well as to authenticate and validate the measures of testing academic writing ability.…”

Section: Source-based Writing Tasksmentioning

confidence: 99%

Source-Based Tasks in Writing Independent and Integrated Essays

Gholami¹,

Alinasab²

2017

INT J INSTRUCTION

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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.

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Investigating the reading-to-write construct

Cited by 121 publications

References 16 publications

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

What I know Best: Assessing Indonesian Student’s Structural Knowledge through Student-Generated Topics

Peer Review Comments Provided by High- and Low-Proficiency L2 Learners: A Comparative Study

Source-Based Tasks in Writing Independent and Integrated Essays

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