Nukte Durhan Middle East Technical University

Northern Cyprus Campus

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Overview The construct of academic writing and its

representation in the IELTS AWM Discrepancies between the design of the IELTS AWM

and the construct of academic writing in English Synthesis of multiple sources: the importance of

writing from source material METU NCC SFL EAP courses: reading into writing

assessment tasks

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The construct of academic writing and its representation in the IELTS AWM The IELTS AWM are intended to “assess whether a

candidate is ready to study or train in the medium of English at undergraduate or postgraduate level” (IELTS 2005)

Body of research is available: observational studies; both qualitative and quantitative surveys looking at overlap between IELTS preparation and

EAP needs addressing the question of washback from the IELTS

test

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Dimensions of tasks for direct writing assessment (Weigle, 2002)

Dimension Examples

Subject matter Self, family, school, technology

Stimulus Text, multiple texts, graph, table

Genre Essay, letter, note, report

Rhetorical task Narration, description, exposition, argument

Pattern of exposition Process, comparison/contrast, cause/effect

Cognitive demands Reproduce facts/ideas, organise/reorganise information/apply, analyse, synthesise, evaluate

Length Less than half page, 1 page, 2-5 pages

Time allowed Less than 30 minutes, 30-60 minutes 4

The Description of the Features of the IELTS AWM Task 1 : 20 minutes and 150 words

You will have to look at a diagram, a table or short piece of

text and then present the information in your own words. Your writing will be assessed on your ability to: • organise, present and compare data • describe the stages of a process • describe an object or event • explain how something works

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The Description of the Features of the IELTS AWM Task 2 : 40 minutes and 250 words You will have to present an argument or discuss a

problem. Your writing will be assessed on your ability to: • present the solution to a problem • present and justify an opinion • compare and contrast evidence and opinions • evaluate and challenge ideas, evidence or an argument (IELTS 2005)

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Performance conditions: length and time allowed IELTS AWM are comparatively short • -preparation for the test is expected to focus on the

production of short texts and neglect distinctive features of lengthier texts

• -timed writing tests are said to be poorly suited to the assessment of the process of writing (Hamp-Lyons and

Kroll 1997) emphasis on managing the time limits imposed by the test overlooking the revision and reshaping of text

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Subject matter and stimulus o The subject matter of the IELTS AWM is described in

the following terms in the IELTS Handbook: “Texts have been written for a non-specialist audience. All the topics

are of general interest. They deal with issues which are interesting, recognisably appropriate and accessible to candidates entering undergraduate and postgraduate courses”

o A clear EGAP approach to instruction : excludes content related to a specific academic discipline

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Subject matter and stimulus (cont’d) The question of subject specificity proved to be

problematic for IELTS:

• The test was revised in 1995 and the provision of subject-specific modules discontinued.

• This meant the ending of the link between reading and writing modules: a clear move towards EGAP and away from ESAP

Several researchers suggest that the ending of the reading-writing link will reduce attention to the use of sources in academic writing in IELTS preparation courses .

negative washback effect on instruction. (Wallace, 1997; Blue, 2000) o Objection to the representativeness of the range and types

of tasks undertaken

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Genre, rhetorical task and pattern of exposition The authenticity of IELTS AWM tasks as representative

academic writing tasks has been questioned. An investigation into the tasks required of university

students in order to evaluate the IELTS AWM 2 (Moore and Morton, 1999):

-the analysis of a corpus of university writing assignments : the most common university genre is the essay

-IELTS tasks called for a restrictive range of rhetorical functions -While university essays were concerned with abstract, metaphenomenal

objects (theories, ideas, methods), the IELTS tasks typically involved concrete, phenomenal entities (situations, actions, practices).

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Cognitive demands Knowledge telling is a task-execution model involving the retrieval of content knowledge from memory and the shaping of this information to fit a formal schema. Knowledge transforming is a more controlled, problem-solving model, in which the thoughts come into existence through the composing process itself. There is continuous interaction between developing knowledge and developing text. (Bereiter and Scardamalia, 1987) Task 1: a knowledge telling exercise (IELTS task description) Task 2: little opportunity for knowledge-transformation because

of the limitations on the time and the sources of input

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Concerns voiced over the test’s lack of focus on academic English and broader EAP skills Areas of content felt to be

under-represented -listening to lectures and taking

notes -coping with the volume of reading -writing long assignments -study skills

Skills deficits experienced by students after entering university

-understanding subject-specific concepts

-specialised language and vocabulary -time management and

organisational skills -research skills -cognitive skills/critical skills -citing references in

writing/plagiarism -organising and writing long papers

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To sum up: IELTS preparation may pass over important areas of EAP writing including: the integration of source material subject-specific knowledge and vocabulary coping with the length of university-level written assignments the requirement to shape texts to meet the expectations of

university staff

There is also concern that IELTS preparation may involve:

an unnecessary focus on composing a limited range of text types composition of texts based on personal opinion

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The category of synthesis of multiple sources: occurred across a range of faculties underlining the importance of writing from source

material as a feature of academic writing across disciplines (Horowitz, 1986)

Research Past research has concentrated more on writing-only tasks

(Hamp-Lyons & Kroll, 1996; Weigle, 2002, 2004) The attention has recently increased for the integrated

tasks. (Watanabe, 2001 ; Cumming et al. 2005, 2006) There is a need to clarify an underlying construct for

integrated L2 reading-to-write tasks

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L1 composition theory offers a discourse synthesis framework. Discourse synthesis sub-processes used in recent

research: (1) Organizing occurs when writers think about the

overall structure of their writing and the structure of the readings.

(2) Selecting is when they read and choose ideas from the readings.

(3) Connecting includes both linking ideas in their writing and connecting the ideas in the readings with their own.

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Discourse synthesis sub-processes (cont’d) (4) Monitoring is when they consider the topic,

evaluate their own writing, and express affect. (4a) Language difficulties are separated in this coding

to examine how the composing process may differ for L2 writers, including segments where writers choose vocabulary, translate from their L1, and make syntax-related decisions.

Ascencion (2005, 2008) (Plakans, 2009)

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Discourse synthesis as a construct for reading-to-write tasks The findings support that discourse synthesis

transformations incorporate: -reading skills -L2 proficiency -composing skills

The results suggest that a reading-to-write task may be valid for the purposes of determining academic writing ability, if defined as discourse synthesis.

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METU NCC EAP course: reading into writing assessment tasks Synthesis Task Writing a well-organised paragraph using citations from at least two of the three excerpts provided. (Doc. 1) Argumentation Writing a refutation paragraph using the two excerpts provided. Students are expected to take a clear stand and refute the opposing view. (Doc. 2)

There is a broad theme studied throughout the semester, for example nature or nurture.

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Strengths of these tasks as EAP writing assessment tasks Integration of source materials The use of discourse synthesis sub-processes: - organising, selecting, connecting and monitoring The use of paraphrasing and citation skills Understanding subject-specific concepts Common theme and related topical vocabulary Some evidence of knowledge transformation Engaging in problem-solving while constructing the

text

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Limitations of the tasks Length: involve the production of a paragraph not an

essay Timed tasks Do not include research skills Discourse synthesis sub-processes are not used with

large amounts of source material Do not reflect the writing process used in real

academic contexts: planning, drafting and revising

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dnukte@metu.edu.tr

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