Abstract The current trend in second language writing assessment has been toward the integration of multiple competencies in one task, specifically by incorporating reading and listening sources into integrated writing tasks. However, research has shown that novice writers may have difficulty understanding source text information, paraphrasing and summarizing source information, and incorporating that information into a coherent piece of writing. To shed further light on the relationship between source text use and integrated writing task performance, this short communication reports the findings of a larger study that explored EAP students’ (N = 111) performance on the Canadian Assessment of English Language (CAEL) integrated writing task. Their written texts were analyzed in terms of the number of source-text ideas used, linguistic modifications to source information, and content accuracy of source information. Results indicated that both the number of source ideas and content accuracy predicted participants’ CAEL writing band scores.

中文翻译：

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在综合写作评估中探索 L2 写作者的源文本使用

摘要 目前第二语言写作评估的趋势是在一项任务中整合多种能力，特别是将阅读和听力资源整合到综合写作任务中。然而，研究表明，新手写作者可能难以理解源文本信息、解释和总结源信息，以及将这些信息整合到一篇连贯的文章中。为了进一步阐明源文本的使用与综合写作任务表现之间的关系，这篇简短的交流报告了一项更大的研究的结果，该研究探索了 EAP 学生（N = 111）在加拿大英语语言评估 (CAEL) 综合写作方面的表现任务。他们的书面文本根据使用的源文本思想的数量进行了分析，对源信息的语言修改，以及源信息的内容准确性。结果表明，来源想法的数量和内容准确性都预测了参与者的 CAEL 写作分数。