The affordances of rubrics in L2 writing in Higher Education
A new approach to enhancing writing conventions
DOI:
https://doi.org/10.37467/revhuman.v11.4086Keywords:
rubrics, L2 writing, Higher Education, feedback, writing genre, EFL writing, writing assessmentAbstract
The use of diverse techniques for the evaluation of writing tasks in English as a Foreign Language (EFL) has made its way into the EFL classroom in order to facilitate both the teachers’ task and the L2 students’ comprehension. Thus, the aim of this paper is to explore how undergraduate students may be trained in the use of rubrics, an ecologically valid feedback technique, and how they might assess sample writing tasks. This way, we will observe how able they are to identify dissimilarities and consistencies in these writing tasks on the basis of a specific genre as an article.
References
Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13−19.
Andrade, H. L. (2006). The trouble with a narrow view of rubrics. The English Journal, 95(6), 9. https://doi:10.2307/30046616
Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287-302. https://doi.org/10.3200/JOER.102.4.287-302
Arindra, M. Y., & Ardi, P. (2020). The correlation between students’ writing anxiety and the use of writing assessment rubrics. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 76–93.
Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly, 7, 54-74. https://doi.org/10.1080/15434300903464418
Bitchener, J., & Storch, N. (2016). Written Corrective Feedback for L2 Development (Vol. 96). Multilingual Matters.
Brown, J. D. (2012). Developing rubrics for language assessment. In J. D. Brown (Ed.), Developing, using, and analyzing rubrics in language assessment with case studies in Asian and Pacific languages (pp. 1-9). University of Hawaii National Foreign Language Resource Center.
Byrnes, H. (2012). Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach. In R. M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 191-219). Walter de Gruyter.
Covill, A. E. (2012). College students’ use of a writing rubric: Effect on quality of writing, self-Efficacy, and writing practices. The Journal of Writing Assessment, 5(1), 1–9.
Crusan, D. (2010). Assessment in the second language writing classroom. University of Michigan Press.
Davis, L., & Kondo-Brown, K. (2012). Assessing student language performance: Types and uses of rubrics. In J. D. Brown (Ed.), Developing, using, and analyzing rubrics in languageassessment with case studies in Asian and Pacific languages (pp. 33-55). University of Hawaii National Foreign Language Resource Center.
Ene, E., & Kosobucki, V. (2016). Rubrics and corrective feedback in ESL writing: A longitudinal case study of an L2 writer. Assessing Writing, 30, 3–20. doi:10.1016/j.asw.2016.06.003
Fahimi, Z. & Rahimi. A. (2015). On the Impact of Self-assessment. Practice on Writing Skill. Social and Behavioral sciences, 192, 730-736
Ferris, D. R. (2014). Responding to student writing: Teachers’philosophies and practices. Assessing Writing, 19, 6-23. https://doi.org/10.1016/j.asw.2013.09.004
Ferris, D. R., & Hedgcock, J. S. (2014). Teaching L2 composition: Purpose, process, and practice. Routledge.
Hyland, K. (2004). Genre and second language writing. University of Michigan Press
Hyland, K. (2016). Methods and methodologies in second language writing research. System, 59, 116–125. https://doi.org/10.1016/j.system.2016.05.002
Jacobs, H., Zinkgraf, S.,Wormuth, D., Hartfiel, V., & Hughey, J. (1981). Testing ESL composition: A practical approach. Newbury House.
Knoch, U. (2011). Rating scales for diagnostic assessment of writing: What should they look like and where should the criteria come from? Assessing Writing, 16, 81-96. https://doi.org/10.1016/j.asw.2011.02.003
Kohn, A. (2006).The trouble with rubrics. English Journal, 95(4), 12−15.
Leki, I., Cumming, A., & Silva, T. (2008). A synthesis of research on second language writing in English. Routledge.
Leow, R. P. (2020). L2 writing-to-learn. In R. M. Manchón (Ed.), Writing and Language Learning: Advancing research agendas (pp. 95-118). Amsterdam: Benjamins.
Manchón, R. M. (2009). Broadening the perspective of L2 writing scholarship: The contribution of research on foreign language writing. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 1–19). Multilingual Matters.
Manchón, R. M. (2011). Writing to learn the language: Issues in theory and research. In R. M. Manchón (Ed.), Learning to write and writing to learn in an additional language (pp. 61 – 82). Amsterdam: Benjamins.
Manchón, R. M., & Vasylets, O. (2019). Language learning through writing: Theoretical perspec- tives and empirical evidence. In J. B. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 341–362). Cambridge: CUP.
https://doi.org/10.1017/9781108333603.015
Manchón, R.M. & Polio, C. (Eds.). (2021). The Routledge Handbook of Second Language Acquisition and Writing. Routledge
Martin, J. R. (1999). Modelling context: A crooked path of progress in contextual linguistics. In M. Ghadessy (Ed.), Text and context in functional linguistics (pp. 25-61). John Benjamins.
Martin, J. R. (2002). Meaning beyond the clause: SFL perspectives. Annual Review of Applied Linguistics, 22, 52-74. https://doi.org/10.1017/S026719050200003X
Norris, J. M., Brown, J. D., Hudson, T. D., & Yoshioka, J. (2002). Designing second language performance assessments. University of Hawaii.
Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language learning, 64(4), 878-912.
Polio, C. (2012). The relevance of second language acquisition theory to written error correction debate. Journal of Second Language Writing, 21, 375-389.
Popham, W. J. (1997). What’s wrong-and what’s right-with rubrics. Educational Leadership, 55, 72-75.https://www.ascd.org/el/articles/whats-wrong-and-whats-right-with-rubrics
Reddy, Y.M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435–448.
Rock, K. (2021). Using Analytic Rubrics to Support Second Language Writing Development in Online Tasks. [Doctoral Thesis]. Available online. University of Hawai’i at Manoa
Schunk, D. H. (2014). Learning theories: An educational perspective. Pearson College Division.
Sokolik, M. (2003). Writing. In D. Nunan (Ed.), Practical English language teaching (pp. 87-108). New York: McGraw-Hill
Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). Continuum.
Tardy, C. M. (2012). A rhetorical genre theory perspective on L2 writing development. In R. M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 165-190). Walter de Gruyter.
Topping, K. (2003). Self- and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, & E. Cacallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 55–87). Dordrecht: Kluwer Academic Publishers.
Turley, E., & Gallagher, C. (2008). On the uses ofrubrics: Reframing the great rubric debate. English Journal, 97(4), 87−92.
Wilson, M. (2007). Why I Won’t Be Using Rubrics to Respond to Students’ Writing. The English Journal, 96(4), 62−66.
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
