Abstract Researchers do not yet fully understand the complex processes linking reading and writing in a second language. A number of recent studies have focused on reading to write integrated tasks in language assessment, with an eye toward eliciting the underlying construct of reading-writing integration. To extend this conversation, we designed an iterative integrated task (writing-reading-writing) including a pre-writing task, reading passages, reading-based questions, and a sourced-based writing task. This task was used to explore the processes shared by reading and writing. Eleven second language writers of English completed this iterative integrated task, followed by a questionnaire and an interview. All writers performed concurrent (non-stop) verbal reporting while completing the task. Data were analyzed qualitatively to identify categories and patterns related to reading, writing, and shared overlapping processes. The processes that appeared during both reading and writing stages included the following: (1) focusing at the word level, (2) drawing on background knowledge, (3) metacognitive monitoring for comprehension, (4) rereading, and (5) summarizing. These five process categories provide insight into the reciprocal nature of second language reading and writing skills in integrated assessment tasks.

中文翻译：

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“我应该总结整个段落”：迭代集成评估任务中的阅读和写作共享过程

摘要 研究人员尚未完全理解连接第二语言阅读和写作的复杂过程。最近的一些研究集中在语言评估中阅读到写作的综合任务，着眼于引出阅读-写作整合的基本结构。为了扩展这个对话，我们设计了一个迭代集成任务（写作-阅读-写作），包括预写任务、阅读段落、基于阅读的问题和基于来源的写作任务。此任务用于探索阅读和写作共享的过程。11 位英语第二语言作家完成了这个迭代的综合任务，随后进行了问卷调查和访谈。所有作者在完成任务时同时进行（不间断）口头报告。对数据进行定性分析，以确定与阅读、写作和共享重叠过程相关的类别和模式。在阅读和写作阶段出现的过程包括：（1）专注于单词水平，（2）借鉴背景知识，（3）元认知监测理解，（4）重读，和（5）总结。这五个过程类别提供了对综合评估任务中第二语言阅读和写作技能的互惠性质的深入了解。