Emma Bruce
This paper reporting key findings from my doctoral research makes important contributions to reading-to-write (RTW) assessment design and pedagogy in EAP programmes. It suggests that essays produced in time-constrained and extended conditions are two different manifestations of the dynamic reading-to-write construct and explains how an understanding of the different processes students engage in is vital for planning best practice in teaching, as well as for making meaningful decisions regarding source-based writing assessment. EAP programmes should support students in acquiring a variety of composing strategies and the critical flexibility to reflect on the specific requirements of the writing context and choose accordingly (Worden, 2009). As cautioned by Silva (1990) and Khuder and Harwood (2019), this paper highlights how a single approach to teaching and assessing writing does not equip students with the best strategies or the critical flexibility to write in different contexts. Drawing on my findings, I recommend a flexible approach to source-based writing assessment, which includes both ‘untimed’ assessment tasks and timed exams to ensure a fair and humane assessment framework which biases for best (Swain, 1985).
