ABSTRACT
Reflecting the internationalization of the field of second language writing, this book focuses on political aspects and pedagogical issues of writing instruction and testing in a global context. High-stakes assessment impacts the lives of second language (L2) writers and their teachers around the world, be it the College English Test in China, Common Core-aligned assessments in the U.S., English proficiency tests in Poland, or the material conditions (such as access to technology, training, and other resources) affecting a classroom. With contributions from authors working in ten different countries in a variety of institutional contexts, the chapters examine the uses and abuses of various writing-related assessments, and the policies that determine their form and use. Representing a diverse range of contexts, methods, and disciplines, the authors jointly call for more equitable testing systems that consider the socioeconomic, psychometric, affective, institutional, and needs of all students who strive to gain access to education and employment opportunities related to English language proficiency.
TABLE OF CONTENTS
part I|69 pages
Local and National Policy Contexts
chapter 2|14 pages
Worlds Apart, but in the Same Boat
chapter 5|13 pages
Sociopolitical Contexts of EFL Writing Assessment in Vietnam
chapter 7|15 pages
English Writing Assessment in the Context of Iran
part II|68 pages
High-Stakes Assessment
chapter 8|15 pages
High-Stakes English Writing Assessment in Egyptian Secondary Schools
chapter 10|12 pages
“Write an Email to Your Friend in England”
chapter 11|5 pages
Vignette
chapter 12|16 pages
Righting Writing Practices?
part III|80 pages
Seeking Solutions