Assessing Writing

Article	Citations
Influence of prior educational contexts on directed self-placement of L2 writers	346
The relationship between executive functions, source use, and integrated writing performance	306
Book review	130
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	113
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	75
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	44
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	43
Book review	42
Effects of a genre and topic knowledge activation device on a standardized writing test performance	40
Editorial Introduction – AI, corpora, and future directions for writing assessment	40
Exploring new insights into the role of cohesive devices in written academic genres	34
Investigating the dimensions and determinants of children’s narrative writing in Korean	33
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	31
Dependency distance measures in assessing L2 writing proficiency	29
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	27
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	25
Assessing writing in fourth grade: Rhetorical specification effects on text quality	25
Investigating a customized generative AI chatbot for automated essay scoring in a disciplinary writing task	25
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	24
Book review	23
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	23
The effect of metacognitive instruction with indirect written corrective feedback on secondary students’ engagement and functional adequacy in L2 writing	23
Editorial	22
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	22
Using ChatGPT for second language writing: Pitfalls and potentials	21

Editorial Board	21
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	21
Using Peerceptiv to support AI-based online writing assessment across the disciplines	21
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	21
Book review	20
Exploring Chinese EFL undergraduates’ writing from sources: Self-efficacy and performance	20
Using unfolding models to identify targeted feedback strategies for student writing	19
Construct representation and predictive validity of integrated writing tasks: A study on the writing component of the Duolingo English Test	18
Book review	18
Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy	18
Writing productivity development in elementary school: A systematic review	18
Editorial	17
Editorial - vol 55 Jan 2023	17
Connecting form with function: Model texts for bilingual learners’ narrative writing	17
Modeling the interplay between teacher support, anxiety and grit in predicting feedback-seeking behavior in L2 writing	16
Incremental Intelligence Matters: How L2 Writing Mindsets Impact Feedback Orientation and Self-Regulated Learning Writing Strategies	16
Examining teacher’s evaluative language in written, audio and screencast feedback on EFL learners’ writing from the appraisal framework: A linguistic perspective	16
Cognitive validity evidence of computer- and paper-based writing tests and differences in the impact on EFL test-takers in classroom assessment	16
Effects of writing feedback literacies on feedback engagement and writing performance: A cross-linguistic perspective	15
Improving writing feedback quality and self-efficacy of pre-service teachers in Gen-AI contexts: An experimental mixed-method design	14
Examining the use of academic vocabulary in first-year ESL undergraduates’ writing: A corpus-driven study in Hong Kong	13
Connecting L2 reading emotions and writing performance through imaginative capacity in the story continuation writing task: A gender difference perspective	13
Unpacking the contribution of linguistic features to graph writing quality: An analytic scoring approach	13
Reading, receiving, revising: A case study on the relationship between peer review and revision in writing-to-learn	13
Towards a better understanding of integrated writing performance: The influence of literacy strategy use and independent language skills	12
Corrigendum to “Assessing metacognition-based student feedback literacy for academic writing” [Assessing Writing 59 (2024) 100811]	12
Fostering student engagement with feedback: An integrated approach	12
Editorial	11
Book review	11
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	11
Editorial Volume 54	11
Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior	11
Assessing pragmatic performance in advanced L2 academic writing through the lens of local grammars: A case study of ‘exemplification’	11
Profiling support in literacy development: Use of natural language processing to identify learning needs in higher education	11
Assessing Korean writing ability through a scenario-based assessment approach	11
Comparing trained EFL peer reviewers’ feedback: From claim to reality	11
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	10
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	10
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	10
The development and validation of a scale on L2 writing teacher feedback literacy	10
Editorial Board	10
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	10
Developing and validating an analytic rating scale for a paraphrase task	10
Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	9
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	9
Book review	9
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	9
Lexical richness in young English learners’ writing: A focus on opinion and listen-write task types	9
Linguistic predictors of L2 writing performance: Variations across genres	9
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	9

Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	8
Exploring the development of noun phrase complexity in L2 English writings across two genres	8
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers	8
Navigating innovation and equity in writing assessment	8
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	8
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	8
Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models	7
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	7
Noun phrasal complexity in ESL written essays under a constructed-response task: Examining proficiency and topic effects	7
Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction	7
Making things happen: A study of grammatical metaphors in L2 writing scripts	7
The predictive powers of fine-grained syntactic complexity indices for letter writing proficiency and their relationship to pragmatic appropriateness	6
Comparing computer-based and paper-based rating modes in an English writing test	6
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	6
Editorial	6
Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit	5
Amplifying test-taker voices in the validation of L2 writing assessment tasks	5
Book review	5
A move analysis of Chinese L2 student essays from the sociocognitive perspective: Genres, languages, and writing quality	5
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas	5
Trinka: Facilitating academic writing through an intelligent writing evaluation system	5
Book review	5
Book review	5
Reconceptualizing the impact of feedback in second language writing: A multidimensional perspective	5
The mediating effects of student beliefs on engagement with written feedback in preparation for high-stakes English writing assessment	5
Promoting cognitive engagement with peer feedback through peer review training: The case of Chinese tertiary-level EFL learners	5
Assessing writing practices in higher education: Characterizing self-reported practices and identifying their determinants	5
Editorial Board	5
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	5
Noun phrase complexity and second language Chinese proficiency: An analysis of narratives by Korean learners of Chinese	5
Editorial Board	5
Specifications grading to promote student engagement, motivation and learning: Possibilities and cautions	5
Editorial Board	5
Perceptions of authorial voice: Why discrepancies exist	4
A mixed Rasch model analysis of multiple profiles in L2 writing	4
Editorial	4
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	4
The associations among growth mindsets, the ideal L2 writing self, and L2 writing enjoyment and their impacts on L2 English writing performance: A gender difference perspective	4
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	4
Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing	4
Impact of task repetition schedules and emotions on L2 writing performance profiles using latent transition analysis	4
Insights from lexical and syntactic analyses of a French for academic purposes assessment	4
Toward the fair and valid use of curriculum-based measurement for students with intensive writing needs and linguistically diverse backgrounds	4
Book review	4
Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement	4
Book review	4
Editorial Board	4
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	4
Association of keyboarding fluency and writing performance in online-delivered assessment	4
Effects of task-based language teaching on functional adequacy in L2 writing	4
Book review	3
Can generative AI figure out figurative language? The influence of idioms on essay scoring by ChatGPT, Gemini, and Deepseek	3
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	3
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	3
Understanding the critical thinking experiences of L2 student writers engaged in linguistically supported peer feedback giving	3
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	3
Editorial	3
Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs	3
Book review	3
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	3
Is the variation in syntactic complexity features observed in argumentative essays produced by B1 level EFL learners in Finland and Pakistan attributable exclusively to their L1?	3
Liz Hamp Lyons: A life in Writing Assessment	3
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	3
A multidimensional approach to assessing the effects of task complexity on L2 students’ argumentative writing	3
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	3
Book review	3
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	3
Assessing academic language in tenth grade essays using natural language processing	3
The effects of task complexity and language aptitude on EFL learners’ writing performance	3
An investigation into L2 writing teacher beliefs and their possible sources	2
Revisiting the predictive power of traditional vs. fine-grained syntactic complexity indices for L2 writing quality: The case of two genres	2
Editorial	2
Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging	2
Editorial Volume 63	2
Assessing writing and spelling interest and self-beliefs: Does the type of pictorial support affect first and third graders’ responses?	2
Automated analysis of cohesive features in L2 writing: Examining effects of task complexity and task repetition	2
Using ChatGPT to facilitate vocabulary learning in continuation writing assessment tasks	2
Peer-feedback of an occluded genre in the Spanish language classroom: A case study	2
Response time for English learners on large-scale writing assessments	2
Diagnosing Chinese college-level English as a Foreign Language (EFL) learners’ integrated writing capability: A Log-linear Cognitive Diagnostic Modeling (LCDM) study	2

Dynamic assessment of argumentative writing: Mediating task response	2
Developing teacher feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum	2
Unlocking writing success: Building assessment literacy for students and teachers through effective interventions	2
Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment	2
The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom english teachers and national writing raters	2
Validity of automated essay scores for elementary-age English language learners: Evidence of bias?	2
Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP	2
Resiliency and vulnerability in early grades writing performance during the COVID-19 pandemic	2