Writing Assessment in Higher Education

Editors

Bert Weltens | VU University Amsterdam

Jos Hornikx | Radboud University of Nijmegen

Wander Lowie | University of Groningen

Petra Poelmans | Fontys University of Applied Sciences

Rebecca L. Present-Thomas | VU University Amsterdam

Publishing status: Available
Published online on 6 May 2013

Table of Contents

Contributors	vii
Preface	ix
Articles
Writing assessment in higher education: Making the framework work Marcus Callies, Ekaterina Zaytseva and Rebecca L. Present-Thomas	1–15
Assessing the use of sophisticated EFL writing: A longitudinal study Pieter de Haan and Monique van der Haagen	16–27
UniTIE: Towards a transparent description of learning outcomes for academic writing Paula Haapanen, Suzy McAnsh, Eva Braidwood and Robert Hollingsworth	28–42
Fleshing out CEFR descriptors at C1 and above for the assessment of academic writing in departments of English at Austrian universities Helen Heaney	43–56
Defining proficiency: A comparative analysis of CEF level classification methods in a written learner corpus Rebecca L. Present-Thomas, Bert Weltens and John H.A.L. de Jong	57–76
EMBEDding the CEFR in academic writing assessment: A case study in training and standardization Kevin Haines, Nicole Schmidt, Petra Jansma and Wander Lowie	77–91
Information Structure: The final hurdle? The development of syntactic structures in (very) advanced Dutch EFL writing Lieke Verheijen, Bettelou Los and Pieter de Haan	92–107
An investigation into the writing construct(s) measured in Pearson Test of English Academic Ying Zheng and Shaida Mohammadi	108–125
Research note
The Corpus of Academic Learner English (CALE): A new resource for the assessment of writing proficiency in the academic register Marcus Callies and Ekaterina Zaytseva	126–132

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