Writing Assessment in Higher Education
Editors
| VU University Amsterdam
| Radboud University of Nijmegen
| University of Groningen
| Fontys University of Applied Sciences
| VU University Amsterdam
[Dutch Journal of Applied Linguistics, 2:1] 2013. ix, 132 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Prefacep. ix
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Writing assessment in higher education: Making the framework workMarcus Callies, Ekaterina Zaytseva, and Rebecca L. Present-Thomas | pp. 1–15
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Assessing the use of sophisticated EFL writing: A longitudinal studyPieter de Haan and Monique van der Haagen | pp. 16–27
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UniTIE: Towards a transparent description of learning outcomes for academic writingPaula Haapanen, Suzy McAnsh, Eva Braidwood, and Robert Hollingsworth | pp. 28–42
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Fleshing out CEFR descriptors at C1 and above for the assessment of academic writing in departments of English at Austrian universitiesHelen Heaney | pp. 43–56
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Defining proficiency: A comparative analysis of CEF level classification methods in a written learner corpusRebecca L. Present-Thomas, Bert Weltens, and John H.A.L. de Jong | pp. 57–76
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EMBEDding the CEFR in academic writing assessment: A case study in training and standardizationKevin Haines, Nicole Schmidt, Petra Jansma, and Wander Lowie | pp. 77–91
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Information Structure: The final hurdle? The development of syntactic structures in (very) advanced Dutch EFL writingLieke Verheijen, Bettelou Los, and Pieter de Haan | pp. 92–107
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An investigation into the writing construct(s) measured in Pearson Test of English AcademicYing Zheng and Shaida Mohammadi | pp. 108–125
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The Corpus of Academic Learner English (CALE): A new resource for the assessment of writing proficiency in the academic registerMarcus Callies and Ekaterina Zaytseva | pp. 126–132
Articles