We examined the contributions of English proficiency, genre, and the use of textual sources to adolescent writing. The sample included 1819 native English speakers and language minority students from 127 seventh- and eighth-grade classes in an urban school district. Students were randomly assigned one of three source-based essay prompts (narrative, explanatory or argumentative) as part of the annual state assessment, and all students wrote a common, on-demand argumentative essay that did not require the use of textual sources. Overall, language minority students who were fluent English proficient wrote higher quality nonsource-based essays that contained more difficult vocabulary, were better structured, and used examples and details more effectively than native English speakers. They also outperformed native English speakers in source-based writing. Students with limited English proficiency showed weaker performance on both source-based and nonsource-based writing tasks. Differences in English proficiency held across genres. Students who wrote argumentative essays obtained higher ratings than those who wrote narrative or explanatory essays. Source-based and nonsource-based writing were moderately correlated. Regression analyses revealed that in addition to English proficiency and genre, reading comprehension's contribution to source-based writing was almost double that of nonsource-based writing. Implications of the findings for theory and practice are discussed.

我们研究了英语水平，体裁和文本来源对青少年写作的贡献。样本包括来自市区学区127个七年级和八年级的1819名以英语为母语的人和少数族裔学生。作为年度状态评估的一部分，学生被随机分配为三种基于资料的论文提示之一（叙事，解释或辩论），并且所有学生都编写了通用的按需论证论文，不需要使用文字资料。总体而言，能说流利英语的少数民族语言学生会写出质量更高的基于非来源的论文，这些论文包含较难的词汇，而且结构更好，并且比以英语为母语的人更有效地使用了示例和细节。在基于源代码的写作中，他们也优于以英语为母语的人。英语水平有限的学生在基于源和非基于源的写作任务中表现较差。不同类型的英语水平存在差异。写辩论性论文的学生获得的评价要高于写叙事性或解释性论文的学生。基于源的写作和基于非源的写作都具有中等程度的相关性。回归分析显示，除了英语水平和体裁之外，阅读理解对基于源的写作的贡献几乎是非基于源的写作的两倍。讨论了研究结果对理论和实践的影响。不同类型的英语水平存在差异。写辩论性论文的学生获得的评价要高于写叙事性或解释性论文的学生。基于源的写作和基于非源的写作具有中等程度的相关性。回归分析显示，除了英语水平和体裁之外，阅读理解对基于源的写作的贡献几乎是非基于源的写作的两倍。讨论了研究结果对理论和实践的影响。不同类型的英语水平存在差异。写辩论性论文的学生获得的评价要高于写叙事性或解释性论文的学生。基于源的写作和基于非源的写作都具有中等程度的相关性。回归分析显示，除了英语水平和体裁之外，阅读理解对基于源的写作的贡献几乎是非基于源的写作的两倍。讨论了研究结果对理论和实践的影响。对基于源代码的写作的贡献几乎是非基于源代码的写作的两倍。讨论了研究结果对理论和实践的影响。对基于源代码的写作的贡献几乎是非基于源代码的写作的两倍。讨论了研究结果对理论和实践的影响。