Assessing Writing

Article	Citations
Editorial Board	171
Assessing video game narratives: Implications for the assessment of multimodal literacy in ESP	170
Comparing trained EFL peer reviewers’ feedback: From claim to reality	98
Validation of the individual and collective self-efficacy scale for teaching writing in post-secondary faculty	80
Editorial	70
Prepping for the TOEFL iBT Writing test, Gangnam style	59
Editorial	39
Developing and validating an analytic rating scale for a paraphrase task	37
Editorial Board	34
Editorial	31
Book review	30
Individualized feedback to raters in language assessment: Impacts on rater effects	27
Developments in learners’ affective engagement with written peer feedback: The affordances of in situ translanguaging	26
Editorial Introduction – AI, corpora, and future directions for writing assessment	26
Directed Self-Placement: Subconstructs and group differences at a U.S. university	25
Exploring multilingual students’ feedback literacy in an asynchronous online writing course	25
Teachers’ perspectives on the causes of rater discrepancy in an English for Academic Purposes context	21
A mixed Rasch model analysis of multiple profiles in L2 writing	21
Editorial Board	20
Modeling relationships among large-grained, fine-grained absolute syntactic complexity and assessed L2 writing quality: An SEM approach	19
Influence of prior educational contexts on directed self-placement of L2 writers	19
Validity of automated essay scores for elementary-age English language learners: Evidence of bias?	19
The impact of essay organization and overall quality on the holistic scoring of EFL writing: Perspectives from classroom english teachers and national writing raters	19
The design and cognitive validity verification of reading-to-write tasks in L2 Chinese writing assessment	18
The influence of working memory and proficiency on phraseological growth: A longitudinal study of adjective-noun combinations in Chinese EFL learners’ argumentative writing	18

Your writing could have been better: Examining the effects of upward and downward counterfactual communication on the motivational aspects of L2 writing	18
The mediating role of curriculum configuration on teacher’s L2 writing assessment literacy and practices in embedded French writing	16
Amplifying test-taker voices in the validation of L2 writing assessment tasks	16
Book review	16
Diversity of Advanced Sentence Structures (DASS) in writing predicts argumentative writing quality and receptive academic language skills of fifth-to-eighth grade students	14
Student engagement with peer feedback in L2 writing: Insights from reflective journaling and revising practices	14
Book review	13
Does “more complexity” equal “better writing”? Investigating the relationship between form-based complexity and meaning-based complexity in high school EFL learners’ argumentative writing	13
How feedback conditions broaden or constrain knowledge and perceptions about improvement in L2 writing: A 12-week exploratory study	13
Investigating whether a flemma count is a more distinctive measurement of lexical diversity	13
Perceptions of authorial voice: Why discrepancies exist	13
Book review	13
Diagnosing writing ability using China’s Standards of English Language Ability: Application of cognitive diagnosis models	13
A structural equation investigation of linguistic features as indices of writing quality in assessed secondary-level EMI learners’ scientific reports	12
Peer-feedback of an occluded genre in the Spanish language classroom: A case study	12
Reading the reader through raciolinguistic ideologies: An investigation of the evidence students present in self- placement	12
Improving student feedback literacy in academic writing: An evidence-based framework	12
Book review	12
Beyond accuracy gains: Investigating the impact of individual and collaborative feedback processing on L2 writing development	12
Visualizing formative feedback in statistics writing: An exploratory study of student motivation using DocuScope Write & Audit	12
The development and validation of a scale on L2 writing teacher feedback literacy	12
Effects of a genre and topic knowledge activation device on a standardized writing test performance	11
The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing: A mixed-method research	11
Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision?	10
Integrated writing and its correlates: A meta-analysis	10
Tasks and feedback: An exploration of students’ opportunity to develop adaptive expertise for analytic text-based writing	10
“I even feel annoyed and angry”: Teacher emotional experiences in giving feedback on student writing	10
Editorial	10
Automated assessment of learner text complexity	9
Validity evidences for scoring procedures of a writing assessment task. A case study on consistency, reliability, unidimensionality and prediction accuracy	9
Matches and mismatches between Saudi university students' English writing feedback preferences and teachers' practices	9
Pedagogical values of translingual practices in improving student feedback literacy in academic writing	8
Exploring new insights into the role of cohesive devices in written academic genres	8
Thirty years of writing assessment: A bibliometric analysis of research trends and future directions	8
Editorial Board	8
Book review	8
Validating an integrated reading-into-writing scale with trained university students	8
Investigating the dimensions and determinants of children’s narrative writing in Korean	8
Editorial	7
Editorial Board	7
Feedback on writing through the lens of activity theory: An exploration of changes to peer-to-peer interactions	7
Book Review	7
Book review	7
Insights from lexical and syntactic analyses of a French for academic purposes assessment	6
Examining the social consequences of a locally-developed placement test using test takers’ attitudes	6
Diagnosing Chinese college-level English as a Foreign Language (EFL) learners’ integrated writing capability: A Log-linear Cognitive Diagnostic Modeling (LCDM) study	6
A non-Western adaptation of the Situated Academic Writing Self-Efficacy Scale (SAWSES)	6
Understanding EFL students’ feedback literacy development in academic writing: A longitudinal case study	6
Association of keyboarding fluency and writing performance in online-delivered assessment	6
It takes two to tango: Investigating teacher-student interactions related to written corrective feedback with Activity Theory	6

Is CJ a valid, reliable form of L2 writing assessment when texts are long, homogeneous in proficiency, and feature heterogeneous prompts?	6
Assessing L2 integrated writing self-efficacy: Development and validation of a scale	6
The assessment of writing in languages other than English (LOTE)	5
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	5
Analysis and recommendation system-based on PRISMA checklist to write systematic review	5
Volume 60 editorial	5
Book review	5
A meta-analysis of relationships between syntactic features and writing performance and how the relationships vary by student characteristics and measurement features	5
Exploring the impact of teacher feedback modes and features on students' text revisions in writing	5
Chinese EFL Teachers’ Writing Assessment Feedback Literacy: A Scale Development and Validation Study	5
The trajectory of syntactic complexity development in L1 Chinese narrative writings of primary school children: A systematic 5-year longitudinal study	5
Engagement with supervisory feedback on master’s theses: Do supervisors and students see eye to eye?	5
Investigating the authenticity of computer- and paper-based ESL writing tests	5
Assessing EFL students’ writing development as they are exposed to the integrated use of drama-based pedagogy and SFL-based teaching	5
Editorial Volume 63	5
Assessing linguistic complexity features in L2 writing: Understanding effects of topic familiarity and strategic planning within the realm of task readiness	5
Dependency distance measures in assessing L2 writing proficiency	4
Editorial Board	4
Developing and evaluating a set of process and product-oriented classroom assessment rubrics for assessing digital multimodal collaborative writing in L2 classes	4
Examining evaluative language used in assessment feedback on business students’ academic writing	4
Transfer of ideal L1 and L2 writing selves and their impacts on L2 writing enjoyment and integrated writing performance	4
Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels	4
Exploring the multi-dimensional human mind: Model-based and text-based approaches	4
Book review	4
Using chatbots to scaffold EFL students’ argumentative writing	4
Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality	4
Human scoring versus automated scoring for english learners in a statewide evidence-based writing assessment	4
The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation	4
Automated text-matching and writing-assistance tools	4
Effects of L1 single-text and multiple-text comprehension on L2 integrated writing	3
Examining the reliability of an international Chinese proficiency standardized writing assessment: Implications for assessment policy makers	3
The relationship between peer feedback features and revision sources mediated by feedback acceptance: The effect on undergraduate students’ writing performance	3
Editorial Board	3
Genre pedagogy: A writing pedagogy to help L2 writing instructors enact their classroom writing assessment literacy and feedback literacy	3
Examining EFL learners’ quantity and quality of uptake of teacher corrective feedback on writing across three different editing settings	3
Exploring the development of noun phrase complexity in L2 English writings across two genres	3
Insights into the cognitive processes of trained vs untrained EFL peer reviewers on writing: An exploratory study	3
Book Review	3
Using Peerceptiv to support AI-based online writing assessment across the disciplines	3
Predicting inappropriate source use from scores of language use, source comprehension, and organizational features: A study using generalized linear models	3
Chinese character matters!: An examination of linguistic accuracy in writing performances on the HSK test	3
Editorial	3
Writing motivation: A validation study of self-judgment and performance	3
Exploring the dynamics of student engagement with receiving peer feedback in L2 writing	2
Linguistic factors affecting L1 language evaluation in argumentative essays of students aged 16 to 18 attending secondary education in Greece	2
Editorial Volume 52	2
Editorial Board	2
Navigating innovation and equity in writing assessment	2
Using ChatGPT for second language writing: Pitfalls and potentials	2
Collaborating with ChatGPT in argumentative writing classrooms	2
Comparing Chinese L2 writing performance in paper-based and computer-based modes: Perspectives from the writing product and process	2
Effects of task-based language teaching on functional adequacy in L2 writing	2
Comparing summative and dynamic assessments of L2 written argumentative discourse: Microgenetic validity evidence	2
Book review	2
A comparative study of voice in Chinese English-major undergraduates’ timed and untimed argument writing	2
Assessing L2 student writing feedback literacy: A scale development and validation study	2
The persuasive essays for rating, selecting, and understanding argumentative and discourse elements (PERSUADE) corpus 1.0	2
Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing	2
Detecting and assessing AI-generated and human-produced texts: The case of second language writing teachers	2
Establishing analytic score profiles for large-scale L2 writing assessment: The case of the CET-4 writing test	2
Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays	2
Appropriateness as an aspect of lexical richness: What do quantitative measures tell us about children's writing?	2
Book review	2
Examining lexical features and academic vocabulary use in adolescent L2 students’ text-based analytical essays	2
Complexity, accuracy, and fluency in L2 writing across proficiency levels: A matter of L1 background?	2
Assessing writing in fourth grade: Rhetorical specification effects on text quality	2
Using unfolding models to identify targeted feedback strategies for student writing	1
Book review	1
Repurposing plagiarism detection services for responsible pedagogical application and (In)Formative assessment of source attribution practices	1
Linguistic, cultural and substantive patterns in L2 writing: A qualitative illustration of MisLevy’s sociocognitive perspective on assessment	1
Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality	1
How syntactic complexity indices predict Chinese L2 writing quality: An analysis of unified dependency syntactically-annotated corpus	1
The development of teacher feedback literacy in situ: EFL writing teachers’ endeavor to human-computer-AWE integral feedback innovation	1
The effects of task complexity and language aptitude on EFL learners’ writing performance	1
Exploring the effects of task difficulty and learner variables on performance on picture description writing tasks	1
Editorial Board	1
Towards fostering Saudi EFL learners' collaborative engagement and feedback literacy in writing	1
A large-scale corpus for assessing written argumentation: PERSUADE 2.0	1
L2 master’s and doctoral students’ preferences for supervisor written feedback on their theses/dissertations	1
The impact of task duration on the scoring of independent writing responses of adult L2-English writers	1

Liz Hamp Lyons: A life in Writing Assessment	1
The Preservice Teacher Self-Efficacy for Writing Inventory (PTSWI): A tool for measuring beliefs about writing	1
What skills are being assessed? Evaluating L2 Chinese essays written by hand and on a computer keyboard	1
Book review	1
An integrated mixed-methods study of contract grading's impact on adolescents' perceptions of stress in high school English: a pilot study	1
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?	1
Teaching second-grade students to write science expository text: Does a holistic or analytic rubric provide more meaningful results?	1
Book review	1
Composing strategies employed by high-and low-performing Iranian EFL students in essay writing classes	1
Assessing the writing quality of English research articles based on absolute and relative measures of syntactic complexity	1
Shifting perceptions of socially just writing assessment: Labor-based contract grading and multilingual writing instruction	1
Experienced but detached from reality: Theorizing and operationalizing the relationship between experience and rater effects	1
Discourse competence in Hong Kong secondary students’ disciplinary research writing	1
The assessment of metadiscourse devices in English as a foreign language	1
Book review	1