Assessing and reporting performances on pre-sessional EAP courses

J. Banerjee, D. Wall / Journal of English for Academic Purposes 5 (2006) 50–69 69
Butler, F. A., Eignor, D., Jones, S., McNamara, T., & Suomi, B. K. (2000). TOEFL 2000 speaking framework: A working
paper. TOEFL Research Monograph Series MS-20. Princeton, NJ: Educational Testing Service.
Canesco, G., & Byrd, P. (1989). Writing required in graduate courses in business administration. TESOL Quarterly,
23(2), 305–316.
Carroll, B. J., & West, R. (1989). ESU framework: Performance scales for English language examinations. Harlow,
Essex: Longman.
Cho, Y. (2003). <strong>Assessing</strong> writing: Are we bound by only one method? <strong>Assessing</strong> Writing, 8(3), 165–191.
Cumming, A., Kantor, R., Powers, D., Santos, T., & Taylor, C. (2000). TOEFL 2000 writing framework: A working
paper. TOEFL research monograph series MS-18. Princeton, NJ: Educational Testing Service.
Enright, M., Grabe, W., Koda, K., Mosenthal, P., Mulcahy-Ernt, P., & Schedl, M. (2000). TOEFL 2000 reading
framework: A working paper. TOEFL research monograph series MS-17. Princeton, NJ: Educational Testing
Service.
Errey, L. (2000). Stacking the decks: What does it take to satisfy academic readers’ requirements?. In G. M. Blue, J.
Milton, & J. Saville (Eds.), <strong>Assessing</strong> English for academic purposes (pp. 147–168). Bern: Peter Lang, AG.
Geoghegan, G. (1983). Non-native speakers of English at Cambridge University. Cambridge: The Bell Educational Trust
in association with Wolfson College.
Ginther, A., & Grant, L. (1996). A review of the academic needs of native English-speaking college students in the United
States Research monograph series MS-1. Princeton, NJ: Educational Testing Service.
Hamp-Lyons, L., & Kroll, B. (1997). TOEFL 2000: Writing: Composition, community <strong>and</strong> assessment. Princeton, NJ:
Educational Testing Service.
Hartill, J. (2000). <strong>Assessing</strong> postgraduates in the real world. In G. M. Blue, J. Milton, & J. Saville (Eds.), <strong>Assessing</strong>
English for academic purposes (pp. 117–130). Bern: Peter Lang, AG.
Horowitz, D. M. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly,
20(3), 445–462.
Jacoby, S., & McNamara, T. (1999). Locating competence. English for Specific Purposes, 18(3), 213–241.
Jamieson, J., Jones, S., Kirsch, I., Mosenthal, P., & Taylor, C. (2000). TOEFL 2000 framework: A working paper. TOEFL
research monograph series RM-00-3. Princeton, NJ: Educational Testing Service.
Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language
Testing, 19(3), 246–276.
Moore, T., & Morton, J. (2005). Dimensions of difference: A comparison of university writing <strong>and</strong> IELTS writing.
Journal of English for Academic Purposes, 4(1), 43–66.
Thorp, D., & Kennedy, C. (2003, April). What makes a ‘good’ IELTS answer in academic writing?. Paper presented at
the British Association of Lecturers in English for Academic Purposes (BALEAP) Conference, Southampton, UK.
Wall, D. (1981). A pre-sessional academic writing course for postgraduate students in Economics. In G. Sealy (Vol. Ed.),
Practical papers in English language education: Vol. 4 (pp. 31–105). Lancaster: Institute for English Language
Education, Lancaster University.
Wall, D., Nickson, A., Jordan, R. R., Allwright, J., & Houghton, D. (1988). Developing student writing: A subject tutor
<strong>and</strong> writing tutors compare points of view. In P. Robinson (Ed.), Academic writing: Process <strong>and</strong> product (pp. 117–
129). London: Modern English Publications in association with The British Council.
Waters, A. (1996). A review of research into needs in English for academic purposes of relevance to the North American
higher education context. TOEFL research monograph series MS-6. Princeton, NJ: Educational Testing Service.
Weigle, S. C. (1994). Effects of training on raters of ESL compositions. Language Testing, 11(2), 197–223.
Weir, C. (1983). Identifying the language needs of overseas students in tertiary education in the United Kingdom.
Unpublished doctoral dissertation, University of London, London, UK.
Dr Jayanti Banerjee is a Lecturer at Lancaster University. She has published in Language Teaching <strong>and</strong> has also
contributed chapters to edited collections such as C. Elder et al. (eds.), Experimenting with uncertainty: Essays in honour
of Alan Davies, Cambridge: CUP. Her main interests are Language Testing <strong>and</strong> Assessment <strong>and</strong> English for Academic
Purposes.
Dr Dianne Wall is a Lecturer at Lancaster University. She is co-author (with Charles Alderson <strong>and</strong> Caroline Clapham) of
Language Test Construction <strong>and</strong> Evaluation <strong>and</strong> author of The Impact of High-Stakes Testing on Classroom Teaching
(both published by Cambridge University Press). She has published articles in Language Testing, Applied Linguistics <strong>and</strong>
System.