Comparing composing processes in writing-only and reading-to-write test tasks

The use of reading-to-write tasks for assessing academic writing in English is increasing, often replacing traditional impromptu writing-only tasks. This shift has led to a number of studies comparing the written products of these two task types. To add to this literature, this article reports on a study comparing test takers’ processes in composing reading-to-write and writing-only test tasks. Ten non-native English-speaking students at a large Midwestern United States university participated in talk-aloud writing sessions and interviews. They wrote on tasks developed for the English placement exam at the university. The data were analyzed qualitatively across tasks and test takers. Differences were found across tasks and writers with the reading-to-write task eliciting a more interactive process for some writers and writing-only tasks requiring more initial and less online planning. Those with more experience and interest in writing reported using a more interactive process. To use the results in choosing between the two tasks, careful consideration of the construct for academic writing is needed. However, the results suggest a more authentic process in reading-to-write tasks, and also reveal test takers’ preference for these tasks.