[1]   American Council on the Teaching of Foreign Languages (2012). ACTFL proficiency guidelines. URL (last checked 1 October 2012). http://actflproficiencyguidelines2012.org/writing

[2]   Beyreli, L., & Ari, G. (2009). The use of analytic rubric in the assessment of writing performance: Inter-rater concordance study. Educational Sciences: Theory & Practice, 9, 105-125.

[3]   Brown, H. D. (2004). Language assessment principles and classroom practices. White Plains, NY: Pearson Education.

[4]   Chodorow, M., & Burstein, J. (2004). Beyond essay length: Evaluating e-rater’s performance on TOEFL essays. Princeton, NJ: ETS.

[5]   Cope, B., Kalantzis, M., McCarthey, S., Vojak, C., & Kline, S. (2011). Technology-mediated writing assessments: Principles and processes. Computers & Composition, 28, 79-96. doi:10.1016/j.compcom.2011.04.007

[6]   Educational Testing Service (2008). TOEFL IBT test: Independent writing rubrics (scoring standards). URL (last checked 1 October 2012). http://www.ets.org/Media/Tests/TOEFL/pdf/Independent_Writing_Rubrics_2008.pdf

[7]   Fang, Z., & Wang, Z. (2011). Beyond rubrics: Using functional language analysis to evaluate student writing. Australian Journal of Language and Literacy, 34, 147-165.

[8]   Graham, S., Hebert, M., & Harris, K. R. (2011). Throw ‘em out or make ‘em better? State and district high-stakes writing assessments. Focus on Exceptional Children, 44, 1-12.

[9]   Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.

[10]   Hasan, R. (1984). Coherence and cohesive harmony. In J. Flood (Ed.), Understanding reading comprehension (pp. 181-219). Delaware: International Reading Association.

[11]   Hoey, M. (1996). Patterns of lexis in text. New York, NY: Oxford University Press.

[12]   Hunter, K., & Docherty, P. (2011). Reducing variation in the assessment of student writing. Assessment & Evaluation in Higher Education, 36, 109-124. doi:10.1080/02602930903215842

[13]   Johansson, V. (2008). Lexical diversity and lexical density in speech and writing: A developmental perspective. Working Papers, 53, 61-79.

[14]   Johnson, D., & Van Brackle, L. (2012). Linguistic discrimination in writing assessment: How raters react to African American “errors,” ESL errors, and standard English errors on a state-mandated writing exam. Assessing Writing, 17, 35-54. doi:10.1016/j.asw.2011.10.001

[15]   Lexile Analyzer [Computer software]. URL (last checked 25 October 2012). http://lexile.com/analyzer

[16]   Mansilla, V. B., Duraisingh, E. D., Wolfe, C. R., & Haynes, C. (2009). Targeted assessment rubric: An empirically grounded rubric for interdisciplinary writing. The Journal of Higher Education, 80, 334- 353. doi:10.1353/jhe.0.0044

[17]   Peden, B. F., & Carroll, D. W. (2008). Ways of writing: Linguistic analysis of self-assessment and traditional assignments. Teaching of Psychology, 35, 313-318. doi:10.1080/00986280802374419

[18]   Peregoy, S. F., & Boyle, O. F. (2005). Reading, writing, and learning in ESL: A resource book for K-12 teachers. New York, NY: Pearson Education.

[19]   Schulz, M. M. (2009). Effective writing assessment and instruction for young English language learners. Early Childhood Education Journal, 37, 57-62. doi:10.1007/s10643-009-0317-0

[20]   Sévigny, S., Savard, D., & Beaudoin, I. (2009). Comparability of writing assessment scores across languages: Searching for evidence of valid interpretations. International Journal of Testing, 9, 134-150. doi:10.1080/15305050902880801

[21]   Text Analyser [Computer software]. URL (last checked 25 October 2012). http://www.usingenglish.com/resources/text-statistics.php

[22]   Weigle, S. C. (2010). Validation of automated scores of TOEFL iBT tasks against non-test indicators of writing ability. Language Testing, 27, 335-353. doi:10.1177/0265532210364406