Integrated writing tasks that combine reading, listening, and writing have become increasingly popular in assessing academic writing. These tasks are seen to offer more authenticity, improve fairness, and provide positive washback effects of the test on learning and teaching of English around the globe. However, the integrated nature of these tasks can pose some issues, such as construct-related validity and verbatim source use. Given that the inferences made from test scores depend upon the construct of the measure, it is important to have a working knowledge of how strategies are used on integrated writing tests as part of the process of construct validation. This study investigates the relationship between second language writers’ strategy use and performance on an integrated reading-listening-writing test using structural equation modeling and qualitative approaches. Data were collected from 161 non-native English-speaking students. The students first took an integrated reading-listening-writing test and followed by a strategy inventory on how they thought while completing the test. Twenty students, ten in the high-performance group and ten in the low-performance group, participated in a retrospective interview. Exploratory factor analysis (EFA) was used to identify the clusters of items based on three hypothetical factors: Rhetorical, Self-Regulatory, and Test-Wiseness Strategy Use. Confirmatory factor analysis (CFA) was then utilized to test the hypothetical relations between observed and latent variables. Subsequently, structural equation modeling (SEM) was used to model the relationship between students’ self-reported strategy use and their test performance. The data collected from retrospective interviews, an open-ended questionnaire, and planning sheets were analyzed to triangulate quantitative results and provide supplementary information in interpreting the quantitative data. The study illuminates the nature of integrated writing strategy use, the nature of integrated writing performance, and the relationship between strategy use and performance on an integrated reading-listening-writing test. The results of the study have implications for second language writing assessment and instruction as well as theory in second language academic writing. / text

This thesis consists of the production of an inter-active computer-based artwork, an analysis of its research outcomes, and an exploration of the theoretical issues that influenced the artistic practice. The artwork, Postcard from Tunis, is an Integrationist exploration of writing and its transformation at the human-computer interface. It is set in a personal portrait of Tunis, a city with a rich history of writing. The thesis starts with the theory of writing. The conventional view of real writing as representation of speech is shown to have serious limitations.Postcard from Tunis offers users who are not Arabic-literate the perception that there are actually no fixed boundaries between writing and pictures, as both are based on spatial configurations. User interaction with Postcard from Tunis, particularly rollover activity, creates a variety of dynamic signs that cannot be theorised by a bipartate theory of signs and that transcend a distinction between the verbal and the non-verbal altogether. Postcard from Tunis both extends Integrationist theory into writing and human-computer interaction and also uniquely articulates this integration of activities in a way that is impossible with written words on paper. The research asserts the validity of the Integrationist theory of writing, language and human communication and of uncoupling these from spoken words. A framework is outlined for future Integrationist research into icons and human-computer interaction. / Doctor of Philosophy (PhD)

Thesis (M.Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 94-97). Also available in print.

Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009. / Bibliography: p. 208-233.

published_or_final_version / abstract / toc / Linguistics / Master / Master of Arts

Thesis (Ed. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 432-442). / Microfiche. / 2 v. (vii, 442 leaves), bound 29 cm

Thesis (Ph.D.) -- University of Western Sydney, 2003. / "Thesis submitted for the degree of Doctor of Philosophy in the School of Communication, Design and Media, University of Western Sydney, 31 August 2003" Includes bibliography.

Thesis (doctoral)--Hong Kong Polytechnic University, 2005.

Thesis (M. Ed.)--University of Hong Kong, 1989. / Includes bibliographical references (leaf 94-97).

Thesis (M.A.)--Indiana University, 2009. / Title from screen (viewed on September 30, 2009). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Ulla M. Connor, Thomas A. Upton, M. Catherine Beck. Includes vita. Includes bibliographical references (leaves 60-62).