The Diagnosis of Writing in a Second or Foreign Language

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