Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL

By Alister H Cumming, Robert N. Kantor, Kyoko Baba, Usman Erdosy, K. Eouanzoui, M. James. 2005

324 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/9fd898a430aabd6dcc9b953bee2f819443d97aaa

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Citations in the corpus

Discourse synthesis in integrated second language writing assessment (2009, methodology): “Using these topics, argumentative tasks were developed because of their common occurrence in academic assignments (Cumming et al., 2005).”
Assessing syntactic sophistication in L2 writing: A usage-based approach (2017, methodology): “…at the lexical level as evidenced by the use of corpus-based word frequency features in both the evaluation of test takers’ performance on writing tasks (e.g., Cumming et al., 2005) and the development of automatic essay scoring (AES) models (Attali & Burstein, 2006; Guo et al., 2013).”
Measuring Syntactic Complexity in L2 Writing Using Fine‐Grained Clausal and Phrasal Indices (2018, background): “MLTU has also prominently featured as an index of proficiency (as measured by program levels and/or writing quality scores) and development in more recent studies (Cumming et al., 2005; Knoch, Rouhshad, & Storch, 2014; Lu, 2011).”
Exploring the relationship of organization and connection with scores in integrated writing assessment (2017, background): “Studies by Cumming et al. (2005, 2006) and Gebril and Plakans (2013) investigated how accuracy, complexity, and fluency relate to integrated writing scores.”
Discourse Characteristics of Writing and Speaking Task Types on the "TOEFL iBT"® Test: A Lexico-Grammatical Analysis. "TOEFL iBT"® Research Report. TOEFL iBT-19. Research Report. RR-13-04. (2013, background): “7 Category Study Linguistic features Findings Formulaic language Cortes (2004) Lexical bundles Student writers rarely used lexical bundles used by professional writers.”
The Routledge Handbook of English for Academic Purposes (2016, background): “Instead, he argues that it also reveals the marketisation and neo-liberalisation of higher education, which is most definitely not a neutral activity (Pennycook, 1997, pp. 258–259).”
Score generalizability of academic writing tasks: Does one test method fit it all? (2009, background): “These factors have been found to affect the way writers integrate sources in their writing (Cumming et al., 2005; Campbell, 1990; Currie, 1998).”
Diagnostic Writing Assessment: The Development and Validation of a Rating Scale (2009, methodology): “A closer inspection of the DELNA rating scale reveals that it is typical of rating scales commonly used in performance assessment systems such as for example IELTS (International English Language Testing System and TOEFL (Test of English as a foreign language).”
What Linguistic Features Are Indicative of Writing Quality? A Case of Argumentative Essays in a College Composition Program (2013, background): “Previous studies have shown that certain linguistic fea- TESOL QUARTERLY420 tures of writing help distinguish the performance of second language (L2) writers with varying levels of proficiency (e.g., Becker, 2010; Cumming et al., 2005; Grant & Ginther, 2000; Hinkel, 2003; Lu, 2011).”
Pair versus individual writing: Effects on fluency, complexity and accuracy (2009, background): “For example, Cumming et al. (2005) consider an inter-rater reliability score of 0.76 on error coding as adequate.”
Assessing Integrated Writing Tasks for Academic Purposes: Promises and Perils (2013, background): “This was certainly a challenge in my own research in this area (Cumming et al., 2005), where we found we could not make these identifications reliably and so required a computer program to assume this role mechanically.”