The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency

A. Mehdi Riazi; Jill C. Murray

The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency

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Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter is based on the data collected from 22 postgraduate students through an online questionnaire and face-to-face interviews. The participants were from different universities in NSW. Results of the online questionnaire and interviews are presented and discussed and implications are explored.

Original language	English
Title of host publication	Trends in language assessment research and practice
Subtitle of host publication	the view from the Middle East and the Pacific Rim
Editors	Vahid Aryadoust, Janna Fox
Place of Publication	Newcastle upon Tyne
Publisher	Cambridge Scholars Publishing
Pages	362-387
Number of pages	26
ISBN (Print)	9781443882613, 1443882615
Publication status	Published - 2016

Keywords

academic writing
writing assignments
postgraduate students
writing strategies
writing assessment

Cite this

Riazi, A. M., & Murray, J. C. (2016). The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency. In V. Aryadoust, & J. Fox (Eds.), Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim (pp. 362-387). Cambridge Scholars Publishing.

Riazi, A. Mehdi ; Murray, Jill C. / The "what" and the "how" of writing academic assignments at Australian universities : implications for assessing academic English writing proficiency. Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. editor / Vahid Aryadoust ; Janna Fox. Newcastle upon Tyne : Cambridge Scholars Publishing, 2016. pp. 362-387

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Riazi, AM & Murray, JC 2016, The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency. in V Aryadoust & J Fox (eds), Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 362-387.

The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency. / Riazi, A. Mehdi ; Murray, Jill C.
Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. ed. / Vahid Aryadoust; Janna Fox. Newcastle upon Tyne: Cambridge Scholars Publishing, 2016. p. 362-387.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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N2 - This chapter is based on the data collected from 22 postgraduate students through an online questionnaire and face-to-face interviews. The participants were from different universities in NSW. Results of the online questionnaire and interviews are presented and discussed and implications are explored.

AB - This chapter is based on the data collected from 22 postgraduate students through an online questionnaire and face-to-face interviews. The participants were from different universities in NSW. Results of the online questionnaire and interviews are presented and discussed and implications are explored.

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KW - writing assessment

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BT - Trends in language assessment research and practice

A2 - Aryadoust, Vahid

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PB - Cambridge Scholars Publishing

CY - Newcastle upon Tyne

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Riazi AM , Murray JC. The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency. In Aryadoust V, Fox J, editors, Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. Newcastle upon Tyne: Cambridge Scholars Publishing. 2016. p. 362-387

The "what" and the "how" of writing academic assignments at Australian universities: implications for assessing academic English writing proficiency

Abstract

Keywords

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