Defining Integrated Reading-into-Writing Constructs
Evidence at the B2–C1 Interface

This book provides the theoretical bases and empirical evidence for establishing an integrated reading-into-writing construct for English Profile at upper levels of proficiency.

Sathena Chan (Author), Fiona Barker (Consultant editor), Nick Saville (Consultant editor)

9781108442411, Cambridge University Press

Paperback / softback, published 21 June 2018

238 pages
22.7 x 15.4 x 1.2 cm, 0.36 kg

This book provides the theoretical bases and empirical evidence for establishing an integrated reading-into-writing construct for English Profile at upper levels of proficiency. The 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.

Subject Areas: Applied linguistics for ELT [EBAL]