Comparing composing processes in writing-only and reading-to-write test tasks

The use of reading-to-write tasks for assessing academic writing in English is increasing, often replacing traditional impromptu writing-only tasks. This shift has led to a number of studies comparing the written products of these two task types. To add to this literature, this article reports on a study comparing test takers’ processes in composing reading-to-write and writing-only test tasks. Ten non-native English-speaking students at a large...