The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency

Abdolmehdi Riazi; Jill C. Murray

The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency

Abdolmehdi Riazi
, Jill C. Murray

Macquarie University

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This chapter is based on the data collected from 22 postgraduate students through an online questionnaire and face-to-face interviews. The participants were from different universities in NSW. Results of the online questionnaire and interviews are presented and discussed and implications are explored.

Original language	English
Title of host publication	Trends in language assessment research and practice
Subtitle of host publication	the view from the Middle East and the Pacific Rim
Pages	362-387
Publication status	Published - 2016
Externally published	Yes

Publication series

Name	Trends in language assessment research and practice: the view from the …

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https://scholar.google.com/citations?view_op=view_citation&hl=en&user=DRH21SUAAAAJ&pagesize=100&citation_for_view=DRH21SUAAAAJ:hFOr9nPyWt4C

Cite this

Riazi, A., & Murray, J. C. (2016). The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency. In Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim (pp. 362-387). (Trends in language assessment research and practice: the view from the …). https://scholar.google.com/citations?view_op=view_citation&hl=en&user=DRH21SUAAAAJ&pagesize=100&citation_for_view=DRH21SUAAAAJ:hFOr9nPyWt4C

Riazi, Abdolmehdi ; Murray, Jill C. / The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency. Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. 2016. pp. 362-387 (Trends in language assessment research and practice: the view from the …).

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abstract = "This chapter is based on the data collected from 22 postgraduate students through an online questionnaire and face-to-face interviews. The participants were from different universities in NSW. Results of the online questionnaire and interviews are presented and discussed and implications are explored.",

author = "Abdolmehdi Riazi and Murray, \{Jill C.\}",

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Riazi, A & Murray, JC 2016, The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency. in Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. Trends in language assessment research and practice: the view from the …, pp. 362-387. <https://scholar.google.com/citations?view_op=view_citation&hl=en&user=DRH21SUAAAAJ&pagesize=100&citation_for_view=DRH21SUAAAAJ:hFOr9nPyWt4C>

The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency. / Riazi, Abdolmehdi; Murray, Jill C.
Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. 2016. p. 362-387 (Trends in language assessment research and practice: the view from the …).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AU - Riazi, Abdolmehdi

AU - Murray, Jill C.

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BT - Trends in language assessment research and practice

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Riazi A, Murray JC. The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency. In Trends in language assessment research and practice: the view from the Middle East and the Pacific Rim. 2016. p. 362-387. (Trends in language assessment research and practice: the view from the …).

The" what" and the" how" of writing academic assignments at Australian universities: Implications for assessing academic English writing proficiency

Abstract

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