Assessing and reporting performances on pre-sessional EAP courses
Assessing and reporting performances on pre-sessional EAP courses
Assessing and reporting performances on pre-sessional EAP courses
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
J. Banerjee, D. Wall / Journal of English for Academic Purposes 5 (2006) 50–69 69<br />
Butler, F. A., Eignor, D., J<strong>on</strong>es, S., McNamara, T., & Suomi, B. K. (2000). TOEFL 2000 speaking framework: A working<br />
paper. TOEFL Research M<strong>on</strong>ograph Series MS-20. Princet<strong>on</strong>, NJ: Educati<strong>on</strong>al Testing Service.<br />
Canesco, G., & Byrd, P. (1989). Writing required in graduate <strong>courses</strong> in business administrati<strong>on</strong>. TESOL Quarterly,<br />
23(2), 305–316.<br />
Carroll, B. J., & West, R. (1989). ESU framework: Performance scales for English language examinati<strong>on</strong>s. Harlow,<br />
Essex: L<strong>on</strong>gman.<br />
Cho, Y. (2003). <str<strong>on</strong>g>Assessing</str<strong>on</strong>g> writing: Are we bound by <strong>on</strong>ly <strong>on</strong>e method? <str<strong>on</strong>g>Assessing</str<strong>on</strong>g> Writing, 8(3), 165–191.<br />
Cumming, A., Kantor, R., Powers, D., Santos, T., & Taylor, C. (2000). TOEFL 2000 writing framework: A working<br />
paper. TOEFL research m<strong>on</strong>ograph series MS-18. Princet<strong>on</strong>, NJ: Educati<strong>on</strong>al Testing Service.<br />
Enright, M., Grabe, W., Koda, K., Mosenthal, P., Mulcahy-Ernt, P., & Schedl, M. (2000). TOEFL 2000 reading<br />
framework: A working paper. TOEFL research m<strong>on</strong>ograph series MS-17. Princet<strong>on</strong>, NJ: Educati<strong>on</strong>al Testing<br />
Service.<br />
Errey, L. (2000). Stacking the decks: What does it take to satisfy academic readers’ requirements?. In G. M. Blue, J.<br />
Milt<strong>on</strong>, & J. Saville (Eds.), <str<strong>on</strong>g>Assessing</str<strong>on</strong>g> English for academic purposes (pp. 147–168). Bern: Peter Lang, AG.<br />
Geoghegan, G. (1983). N<strong>on</strong>-native speakers of English at Cambridge University. Cambridge: The Bell Educati<strong>on</strong>al Trust<br />
in associati<strong>on</strong> with Wolfs<strong>on</strong> College.<br />
Ginther, A., & Grant, L. (1996). A review of the academic needs of native English-speaking college students in the United<br />
States Research m<strong>on</strong>ograph series MS-1. Princet<strong>on</strong>, NJ: Educati<strong>on</strong>al Testing Service.<br />
Hamp-Ly<strong>on</strong>s, L., & Kroll, B. (1997). TOEFL 2000: Writing: Compositi<strong>on</strong>, community <str<strong>on</strong>g>and</str<strong>on</strong>g> assessment. Princet<strong>on</strong>, NJ:<br />
Educati<strong>on</strong>al Testing Service.<br />
Hartill, J. (2000). <str<strong>on</strong>g>Assessing</str<strong>on</strong>g> postgraduates in the real world. In G. M. Blue, J. Milt<strong>on</strong>, & J. Saville (Eds.), <str<strong>on</strong>g>Assessing</str<strong>on</strong>g><br />
English for academic purposes (pp. 117–130). Bern: Peter Lang, AG.<br />
Horowitz, D. M. (1986). What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly,<br />
20(3), 445–462.<br />
Jacoby, S., & McNamara, T. (1999). Locating competence. English for Specific Purposes, 18(3), 213–241.<br />
Jamies<strong>on</strong>, J., J<strong>on</strong>es, S., Kirsch, I., Mosenthal, P., & Taylor, C. (2000). TOEFL 2000 framework: A working paper. TOEFL<br />
research m<strong>on</strong>ograph series RM-00-3. Princet<strong>on</strong>, NJ: Educati<strong>on</strong>al Testing Service.<br />
Lumley, T. (2002). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language<br />
Testing, 19(3), 246–276.<br />
Moore, T., & Mort<strong>on</strong>, J. (2005). Dimensi<strong>on</strong>s of difference: A comparis<strong>on</strong> of university writing <str<strong>on</strong>g>and</str<strong>on</strong>g> IELTS writing.<br />
Journal of English for Academic Purposes, 4(1), 43–66.<br />
Thorp, D., & Kennedy, C. (2003, April). What makes a ‘good’ IELTS answer in academic writing?. Paper <strong>pre</strong>sented at<br />
the British Associati<strong>on</strong> of Lecturers in English for Academic Purposes (BAL<strong>EAP</strong>) C<strong>on</strong>ference, Southampt<strong>on</strong>, UK.<br />
Wall, D. (1981). A <strong>pre</strong>-sessi<strong>on</strong>al academic writing course for postgraduate students in Ec<strong>on</strong>omics. In G. Sealy (Vol. Ed.),<br />
Practical papers in English language educati<strong>on</strong>: Vol. 4 (pp. 31–105). Lancaster: Institute for English Language<br />
Educati<strong>on</strong>, Lancaster University.<br />
Wall, D., Nicks<strong>on</strong>, A., Jordan, R. R., Allwright, J., & Hought<strong>on</strong>, D. (1988). Developing student writing: A subject tutor<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> writing tutors compare points of view. In P. Robins<strong>on</strong> (Ed.), Academic writing: Process <str<strong>on</strong>g>and</str<strong>on</strong>g> product (pp. 117–<br />
129). L<strong>on</strong>d<strong>on</strong>: Modern English Publicati<strong>on</strong>s in associati<strong>on</strong> with The British Council.<br />
Waters, A. (1996). A review of research into needs in English for academic purposes of relevance to the North American<br />
higher educati<strong>on</strong> c<strong>on</strong>text. TOEFL research m<strong>on</strong>ograph series MS-6. Princet<strong>on</strong>, NJ: Educati<strong>on</strong>al Testing Service.<br />
Weigle, S. C. (1994). Effects of training <strong>on</strong> raters of ESL compositi<strong>on</strong>s. Language Testing, 11(2), 197–223.<br />
Weir, C. (1983). Identifying the language needs of overseas students in tertiary educati<strong>on</strong> in the United Kingdom.<br />
Unpublished doctoral dissertati<strong>on</strong>, University of L<strong>on</strong>d<strong>on</strong>, L<strong>on</strong>d<strong>on</strong>, UK.<br />
Dr Jayanti Banerjee is a Lecturer at Lancaster University. She has published in Language Teaching <str<strong>on</strong>g>and</str<strong>on</strong>g> has also<br />
c<strong>on</strong>tributed chapters to edited collecti<strong>on</strong>s such as C. Elder et al. (eds.), Experimenting with uncertainty: Essays in h<strong>on</strong>our<br />
of Alan Davies, Cambridge: CUP. Her main interests are Language Testing <str<strong>on</strong>g>and</str<strong>on</strong>g> Assessment <str<strong>on</strong>g>and</str<strong>on</strong>g> English for Academic<br />
Purposes.<br />
Dr Dianne Wall is a Lecturer at Lancaster University. She is co-author (with Charles Alders<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> Caroline Clapham) of<br />
Language Test C<strong>on</strong>structi<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> Evaluati<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> author of The Impact of High-Stakes Testing <strong>on</strong> Classroom Teaching<br />
(both published by Cambridge University Press). She has published articles in Language Testing, Applied Linguistics <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
System.