Defining Integrated Reading-into-Writing Constructs
Defining Integrated Reading-into-Writing Constructs
Evidence at the B2–C1 Interface
Sathena Chan, Fiona Barker, Nick Saville
International English
June 2018
Paperback
9781108442411
Click to buy or for distribution questions via Loescher Editore
Paperback
Product description
This study investigates both the contextual features of a range of real-life academic writing tasks and reading-into-writing test tasks, and the cognitive processes required to complete the integrated task type successfully. Since its publication, the CEFR has become influential in building a shared understanding of performance levels for foreign language learners but mainly for individual macro skills. A considerable gap remains in the understanding of the integrated reading-into-writing skills, which are so important to the kinds of academic and professional written language use involved at the higher levels of the CEFR.
Key features
- Provides an up-to-date review of relevant literature on the reading-into-writing construct.
- Includes an evidence-based description of integrated reading-into-writing skills.
- Sets out a methodology for defining the contextual and cognitive parameters for teaching and testing integrated reading-into-writing skills for academic purposes.
