The Diagnosis of Writing in a Second or Foreign Language

Description

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning. Cover Half Title Series Information Title Page Copyright Page Table of Contents Foreword 1 Introduction to Diagnosing SFL Writing Diagnostic SFL Assessment Writing and Reading in L1 and SFL Overview of the Book Diagnostic Cycle Specific Themes Covered Across Several Chapters Main Points of the Chapters 2 The Development of Writing Ability How Writing Ability Develops – an Introduction and Overview Cognitive Views On the Development of Writing Cognitive Stages View of Development Writing in L1 and SFL Diagnostic Potential Communicative and Linguistic Stages View of Writing Development Diagnostic Potential Illustrative Examples of Research Relationship Between Writing and Other Skills Socially-oriented Theories of Writing Development Sociocultural Theory View of Development How Does this Approach Understand Writing and Its Development? Writing in L1 and SFL Diagnostic Potential Illustrative Example of Research Development of Expertise How Does this Approach Understand Writing and Its Development? Writing in L1 and SFL Diagnostic Potential Illustrative Examples of Research Other Socially-Oriented Theories of Development Complex Dynamic Systems View of Writing Development How Does this Approach Understand Writing and Its Development? Diagnostic Potential Illustrative Examples of Research Commonalities in the Development of Writing Implications for Diagnosing SFL Writing 3 The Cognitive Basis of Writing Ability With a Special Reference to SFL Writing Introduction The Relationship Between Writing and Other Language Domains From a Cognitive Perspective Cognitive Models of Writing in L1 Hayes-Flower Model (1980) With Its Updates By Hayes Bereiter and Scardamalia’s Model (1987) Kellogg’s Model (1996) L1 Writing Models: Implications for SFL Writing and Diagnosis Memory and Writing Long-term Memory and Writing The Resources of Working Memory in Writing The Division of Labour Between the Working Memory Components Cognition and SFL Writing – Specific Attention to Formulation Processes Cognitive Models of SFL Writing Lexical Retrieval in SFL Writing Graphic Transcription and Spelling in SFL Main Implications for Diagnosing SFL Writing 4 How Writing Ability Can Be Diagnosed Introduction Key Characteristics Involved in Diagnosing Writing Contexts and Agents Diagnosing Development, Processes, and Products Constructs and Instruments Used for Diagnosis Inter- and Intrapersonal Factors to Be Acknowledged The CEFR and Its Relevance to Diagnosing Writing Illustrative Examples of Diagnostic Tasks, Tests and Instruments Employed for Diagnosing Writing GraphoLearn Learning Environment: Word Forming Task Description of the Instrument What Do We Know About the Instrument? Roxify Description of the Instrument What Do We Know About the Instrument? DIALANG Writing Tasks Description of the Instrument What Do We Know About the Instrument? The Diagnostic English Language Needs Assessment (DELNA) Description of the Instrument What Do We Know About the Instrument? VERA8: Writing Tasks Used in German Secondary Schools to Diagnose Learners’ Writing Abilities Description of the Instrument What Do We Know About the Instrument? Empirically-derived Descriptor-Based Diagnostic (EDD) Checklist Description of the Instrument What Do We Know About the Instrument? The European Language Portfolio Description of the Instrument (Parts) What Do We Know About the Instrument? Illustrative Examples of Diagnostic Tasks, Tests and Instruments: Dynamic Assessment Instruments and Approaches The Questions Test Description of the Instrument What Do We Know About the Instrument? A Human-Mediated Dynamic Assessment of L2 Writing Description of the Approach What Do We Know About the Approach? Summarizing the Discussed Instruments and Approaches Main Implications for Diagnosing SFL Writing 5 Characteristics of Tasks Designed to Diagnose Writing Introduction Variables for Designing Direct Writing Tasks Comparing Indirect and Direct Tasks Implications of (in-)direct Approaches for Diagnostic Assessment Task Demands and Task Complexity Task Demands and Pedagogical Tasks Task Difficulty in Direct Writing Tests Indirect Tasks and Task Complexity Implications of Task Demands and Complexity for Designing Diagnostic Tasks Task Design to Capture the Development of Writing Models of Writing Development in SFL SLA Research From a Developmental Perspective Approaches to Capturing Development Implications of Developmental Perspectives for Diagnostic Task Design Level-specific and Multi-Level Approaches to Task Design Diagnostic Tasks Used in Large-Scale Vs. Classroom Assessment Contexts Diagnostic Writing Tasks in Large-Scale Assessment Diagnostic Writing Tasks in the Classroom Comparing Computer-Based Vs. Paper-Pencil Delivery Modes Cognitive Aspects Comparability Studies Score Comparisons Rater Effects Controlling Computer / Keyboarding / Word Processing Skills Implications of the Computer-Medium On Diagnosis Main Implications for Diagnostic Task Design 6 Diagnosing the Writing Process Introduction Characteristics of the Writing Task That Impact Processes Methods for Diagnosing Writing Processes The Writing Process Planning Research On Planning in SFL Writing Text Generation Research On Text Generation Reviewing and Revising Across Drafts A Model for the Review Process Defining the Task of Revision Evaluation Modifying the Text Research On Revision in L1 and SFL Main Implications for Diagnosing SFL Writing 7 Analyzing Writing Products By Rating Them Properties of Diagnostic Scales Holistic and Analytic Approaches CSWE Certificates in Spoken and Written English – a Curricular Approach Levels Assessment Criteria Task-specific Assessment Criteria Design Principles of Diagnostic Scales VERA8 – Taking the CEFR as Basis for Rating Scale Development DELNA – Analysis of Discourse Features Challenges for Human Raters Main Implications for Diagnosis Implications for Diagnostic Rating Scale Design Implications for Diagnostic Rater Training Differences Large-Scale Vs Classroom-Based Diagnosis Limitations of Conventional Rating Scales for Diagnosis Conclusions 8 Automated Analysis of Writing Introduction Need for Automated Analysis of Writing Automated Scoring Vs Automated Evaluation Automated Scoring Systems Examples of Automated Essay Scoring Systems Examples of Automated Writing Evaluation Systems Automated Writing Evaluation Systems: Implications for Diagnosis Automated Text Analysis Tools for Research Purposes What Happens in Automated Writing Analysis? Constructs Measured By Automated Writing Assessment Systems What Tasks Are Suitable for Automated Writing Evaluation? Automated Feedback Usefulness of Automated Writing Evaluation Future Developments in Automated Writing Evaluation Systems 9 The Role of Feedback in Diagnosing SFL Writing Ability Introduction Conceptualizations of Feedback Hattie and Timperley’s Model of Feedback What Is Known About Diagnostic Feedback On Writing Agents Delivery Focus Timing Requested Responses Summing Up: Effective Diagnostic Feedback On Writing Automated Writing Evaluation and Technologically Supported Delivery Sociocultural Angle to Feedback Mediation and Feedback Feedback as Mediation Feedback as Mediation and Diagnosis Evaluating Feedback in Diagnostic Instruments VERA8 DIALANG Roxify Online Main Implications for Diagnosing SFL Writing 10 Conclusions and Ways Forward Introduction Themes Bridging the Chapters Implications of Learners’ L1, SFL Proficiency and Prior Writing Experience for Diagnosing SFL Writing Individualization of the Diagnosis of SFL Writing Diagnosis of SFL Writing in the Classroom Stage 1: Planning Stage 2: Operationalization: Select Or Develop Instruments Stage 3: Assessing and Analyzing Stage 4: Feedback Stage 5: Actions Stage 6: Evaluating Achievements of Goals Collaboration Between Teachers and Researchers Advancing Our Understanding of SFL Writing Development and How It Can Be Diagnosed Granularity of Diagnosing A Moment in Time Vs Longitudinal Diagnosis Nature of Diagnostic Measures: Direct Vs Indirect Ways Forward in Diagnosing SFL Writing Conclusions References Index