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This volume provides a state-of-the-art overview of theory, methodology and practices in the assessment of writing. The focus throughout the book is on the construct of writing and its assessment: what constitutes writing ability and how can it be defined (in various contexts)? This question cannot be answered without looking into the methodological question of how to validate and measure the construct of writing ability. Throughout the book, therefore, discussions integrate theoretical and methodological issues. A number of chapters discusses whether varying definitions and varying operationalizations of writing ability are needed in various contexts, such as formative assessments versus summative assessments, large scale assessments versus individual assessments, different tasks, different genres, and different languages, but also different age groups. A range of rating methods is investigated and discussed in this book. The ongoing debate on holistic versus analytic ratings, and the different underlying conceptions of writing proficiency, is a pertinent matter, on which a number of chapters in this volume shed new light. The matter is discussed and analyzed from various angles, such as generalizability of judgements and usability in formative contexts. Another fundamental debate concerns computer scoring of written products. A nuanced discussion of its validity is presented in this volume.

Science --- Composition (Language arts) --- #KVHA:Taalkunde; Engels --- #KVHA:Schrijfvaardigheid; Engels --- Composition (Rhetoric) --- Writing (Composition) --- Written composition --- Language arts --- Ability testing. --- Schrijfvaardigheid --- evaluatie --- evaluatie. --- Ability testing

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Explores how social contexts affect language use, based around the skills specified in the assessment objectives for AS and A2 level English.

English language --- Creative writing (Secondary education) --- Written English --- Written communication --- Creative writing --- Composition and exercises. --- Written English. --- Study and teaching (Secondary) --- Exercises --- Rhetoric --- Engelse taal --- schrijfvaardigheid --- oefeningen. --- schrijfvaardigheid. --- Germanic languages

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This textbook is designed for non-native English speakers who need to write scientific and engineering research articles, technical reports, engineering thesis, academic books, and other technical documents in English. The author focuses on formal academic writing in a professional language and frame. The book is written in standard English and provides useful guidelines on development of thoughts, organization of ideas, construction of paragraphs and sentences, and choices of precise words. It also pays attention to details such as visual creation, punctuation, and format. Informal writing is excluded from the scope of this practical guideline. Designed for non-native English writers who are studying and working in English-speaking countries; Uses hundreds of examples and emphasizes essential cultural difference for non-native English writers; Includes essentials of copyright and plagiarism, to help writers avoid challenges from readers or copyright holders. https://link.springer.com/.

Science --- Didactics of technology --- schrijfvaardigheid --- technologie --- Report writing --- Technical writing --- Redacció d'escrits tècnics --- Redacció d'informes --- Data processing.

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"Rapporteren voor technici" is een praktisch naslagwerk dat is opgesteld volgens een unieke methode met instructiefiches. Het verleent antwoorden en inzichten zonder dat een lezer ellenlange teksten moet doorworstelen. In één blik krijgt de lezer een overzicht van wat in een goed rapport hoort ; hoe dat vormelijk moet worden opgemaakt en welke taal en stijl de juiste zijn. Ook leert hij/zij een onderzoeksvraag of projectvoorstel correct formuleren en worden praktische richtlijnen gegeven om informatie te structureren. Bovendien wordt op een eenvoudige manier aangegeven hoe wetenschappelijk refereren in elkaar zit. De leefwereld en het profiel van de technicus zijn de uitgangspunten van de methodiek, die vertrekt van schematische voorstellingen met kernbegrippen om te komen tot praktische tips en realistische voorbeelden. Het essentiële staat op de voorgrond in de instructiefiches waardoor de gebruiker onmiddellijk weet wat noodzakelijk is om bijvoorbeeld een bachelorproef te schrijven. In de vervolgfiches komt meer uitleg en is er aandacht voor veelvoorkomende (taal-)fouten en ettelijke voorbeelden. De methodiek kwam tot stand doordat de auteur de beoogde doelgroep voor dit boek door en door kent. Al 25 jaar geeft ze communicatietraining aan professionele bachelors in de industriële wetenschappen en is ze ankerpersoon talenbeleid aan de Odisee Technologiecampus in Gent. De methode werd getest en goed bevonden door haar eigen studenten. Dit boek richt zich echter niet enkel op studenten in de industriële wetenschappen maar ook op docenten die bachelorproeven of rapporten begeleiden en beoordelen. Ook kan het een instrument zijn in de taalgerichte professionalisering van lectoren en docenten.

001.81 --- communicatie --- rapporteren --- wetenschappelijk schrijven --- techniek van de wetenschappelijke arbeid --- Rapporteren. --- 02 --- Library science --- Schrijven : technische onderwerpen --- Schriftelijke communicatie --- schrijfvaardigheid --- 001.818 --- Didactics of Dutch --- Mass communications

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This book presents research initiatives by tutors involved in a content-based instruction context as part of the University Town writing programme, National University of Singapore, which is an interdisciplinary programme designed to teach first- and second-year undergraduate students how to conduct academic research and write evidence-based research papers. It presents research the tutors conducted within the dual fields of teaching discipline-specific content and developing students' academic literacy. The book focuses mainly on pedagogy and material development in this context. It shares the tutors' scholarship of teaching and learning experiences from this programme through presenting action research from the classroom, demonstrating constructive cycles of praxis, which are then evaluated using student texts and student feedback. The book draws on academic research literature related to content-based instruction, as well as topics such as facilitating collaborative peer reviews of assignments, and critical thinking pedagogy. It covers how multi-disciplinary or multi-lingual classrooms of this genre can motivate students to conduct and write up research and provides an overview of how both content and academic literacy is combined at a high level of engagement from an Asian context.

Science --- Teaching --- Higher education --- HO (hoger onderwijs) --- onderzoeksmethoden --- schrijfvaardigheid --- lesgeven --- Education, Higher.. --- Education, Higher --- Language arts --- Educació superior --- Arts del llenguatge --- Correlation with content subjects.