Defining Integrated Reading-into-Writing Constructs : Evidence at the B2-C1 Interface

Resumen del libro

This book provides the theoretical bases and empirical evidence for establishing an integrated reading-into-writing construct for English Profile at upper levels of proficiency.
The study investigates both the contextual features of a range of real life academic writing tasks and reading-into-writing test tasks, and the cognitive processes required to complete the integrated task type successfully.
Since its publication, the CEFR has become influential in building a shared understanding of performance levels for foreign language learners but mainly for individual macro skills.
A considerable gap remains in the understanding of the integrated reading-into-writing skills, which are so important to the kinds of academic and professional written language use involved at the higher levels of the CEFR.

Biografía del autor

Nancy Konvalinka es antropóloga, profesora e investigadora de la Universidad Nacional de Educación a Distancia (UNED)