Abstract Academic writing ability is an important aspect of success in higher education. Recently, standardized academic language proficiency tests (such as the TOEFL) have begun to include integrated writing tasks, which ask test-takers to read and/or listen to a passage and construct a response that reflects the information in the passage(s). Arguably, integrated tasks more closely resemble authentic academic tasks than independent tasks, and therefore increase the construct validity of assessment tools that include them (Cumming et al., 2005; Taylor & Angelis, 2008). A number of recent studies have investigated differences between the products and processes of responding to independent and integrated tasks (Guo et al., 2013; Kyle & Crossley, 2016; Plakans, 2009a; Plakans & Gebril, 2013). In this study, the relationship between automated indices of source text use and holistic quality scores is investigated, building on Plakans and Gebril (2013). The results indicate that a number of indices related to content word overlap and n-gram overlap explained a substantial portion of the variance in holistic scores. These results generally align with the findings of Plakans and Gebril (2013), and provide important implications for increasing the construct coverage of automated scoring models (such as e-rater).

中文翻译：

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原文使用特征与综合写作质量的关系

摘要 学术写作能力是高等教育成功的一个重要方面。最近，标准化的学术语言能力测试（如托福）开始包括综合写作任务，要求考生阅读和/或聆听一段话，并构建反映文章中信息的回应。可以说，综合任务比独立任务更类似于真实的学术任务，因此提高了包含它们的评估工具的结构效度（Cumming 等，2005；Taylor & Angelis，2008）。最近的一些研究调查了响应独立和集成任务的产品和过程之间的差异（Guo 等，2013；Kyle & Crossley，2016；Plakans，2009a；Plakans & Gebril，2013）。在这项研究中，在 Plakans 和 Gebril (2013) 的基础上，研究了源文本使用的自动索引与整体质量分数之间的关系。结果表明，许多与内容词重叠和 n-gram 重叠相关的指数解释了整体得分差异的很大一部分。这些结果通常与 Plakans 和 Gebril (2013) 的发现一致，并为增加自动评分模型（例如电子评分器）的结构覆盖率提供了重要意义。