J

• Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press.

• Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

• Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.

• Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly, 7(1), 54-74, https://doi.org/10.1080/15434300903464418

• Breland, H. M., Bridgeman, B., & Fowles, M. E. (1999). Writing assessment in admission to higher education: Review and framework. http://www.nocheating.org/Media/Research/pdf/RR-99-03-Breland.pdf

• Brennan, R., Kim, J., Wenz-Gross, M., & Siperstein, G. (2001). The relative equitability of high-stakes testing versus teacher-assigned grades: An analysis of the Massachusetts Comprehensive Assessment System (MCAS). Harvard Educational Review, 71(2), 173-216. https://doi.org/10.17763/haer.71.2.v51n6503372t4578

• Brown, G. T. L., Glasswell, K., & Harland, D. (2004) Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing 9, 105-121. https://doi.org/10.1016/j.asw.2004.07.001

• Brown, H. D. (2003). Language assessment principles and classroom practices. Longman.

• Cohen, A. D. (1994). Assessing language ability in the classroom. Heinle & Heinle Publishers.

• Connor, U., & Lauer, J. (1988). Cross-cultural variation in persuasive student writing. In A.C. Purves (Ed.), Writing across languages and cultures: Issues in contrastive rhetoric (pp. 206-227). Sage.

• Cooper, C. R. (1999). What we know about genres, and how it can help us assign and evaluate writing. In C. R. Cooper & L. Odell, (Eds.), Evaluating writing: The role of teacher’s knowledge about text, learning, and culture (pp. 23-52). National Council of Teachers of English (NCTE).

• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.

• Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.), Educational measurement (2nd ed.). American Council on Education.

• Cumming, A. (1990). Expertise in evaluating second language compositions. Language Testing, 7(1), 31-51. https://doi.org/10.1177/026553229000700104

• Educational Testing Service. (2011). Writing scoring guide. http://www.ets.org/toefl/pbt/scores/writing_score_guide/

• Farhady, H., Jafarpur, A., & Birjandi, P. (2001). Testing language skills: From theory to practice. SAMT.

• Frase, R., Faletti, J., Ginther, A., & Grant, L. A. (1999). Computer analysis of the TOEFL test of written English (TOEFL Research Report #64). Educational Testing Service. https://doi.org/10.1002/j.2333-8504.1998.tb01791.x

• Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Rutledge. https://doi.org/10.4324/9780203449066

• Glasswell, K., & Brown, G. T. L. (2003). Accuracy in the scoring of writing: Study in large-scale scoring of asTTle writing assessments (asTTle Technical Report 26). University of Auckland/Ministry of Education.

• Glasswell, K., Parr, J., & Aikman, M. (2001). Development of the asTTle writing assessment rubrics for scoring extended writing tasks (Technical Report 6, Project asTTle). University of Auckland/Ministry of Education.

• Glenn, C., Miller, R. K., Webb, S. S., Gary, L., & Hodge, J. C. (2004). Hodges’ harbrace handbook (15th ed.). Thompson Heinle.

• Grote, R. D. (1996). The complete guide to performance appraisal. AMACOM Books.

• Guilford, J. P. (1973). Fundamental statistics in psychology and education (5th ed.). McGraw-Hill.

• Hajibah, O. (2004). Genre-based Instruction for ESP. The English Teacher, 33, 13-29.

• Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs (TPOEFL Research Report #54). Educational Testing Service.

• Hall, D., & Birkerts, S. (2007). Writing well. Longman.

• Hamp-Lyons, L. (1990). Second language writing: Assessment issues. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 69-87). Cambridge University Press.

• Hamp-Lyons, L. (1991). Pre-text: Task-related influences on the writer. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 87-107). Ablex. https://doi.org/10.1017/CBO9781139524551.009

• Harland, D. (2003). Using asTTle persuasive writing: A case study of teaching argument writing (asTTle Technical Report, #29). University of Auckland/Ministry of Education.

• Horowitz, D. (1991). ESL writing assessments: Contradictions and resolutions. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 71-85). Ablex.

• Jacobs, H., Zingraf, S., Wormuth, D., Hartfiel, V. F., & Hughey, J. (1981). Testing ESL composition: A practical approach. Newbury House Publishers.

• Kayapınar, U. (2014). Measuring essay assessment: Intra-rater and inter-rater reliability. Eurasian Journal of Educational Research, 57, 113-136 http://dx.doi.org/10.14689/ejer.2014.57.2

• Kho, S. J. (2006). Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English language argumentative writing in a Malaysian secondary school [Unpublished Master’s thesis]. Universiti Teknologi Malaysia.

• Kinneavy, J. A. (1971). A theory of discourse: The aims of discourse. Prentice Hall.

• McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications. Springer. https://doi.org/10.1007/978-1-4614-7135-6

• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13-103). Macmillan.

• Mukundan, J., & Ahour, T. (2009). Perceptions of Malaysian school and university ESL instructors on writing assessment. Journal Sastra Inggris, 9(1), 1-21.

• Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: A Malaysian experience. 3L Journal of Language Teaching, Linguistics and Literature, 13, 1-21.

• Nimehchisalem, V. (2010). Developing an analytic scale for argumentative writing of students in a Malaysian public university [Unpublished Doctoral dissertation]. Universiti Putra Malaysia.

• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing. Language & Communication, 5(2), 185-200.

• Nimehchisalem, V., & Mukundan, J. (2011). Determining the evaluative criteria of an argumentative writing scale. English Language Teaching, 4(1), 58-69. https://doi.org/10.5539/elt.v4n1p58

• Nimehchisalem, V., & Mukundan, J. (2013). Development of the content subscale of the Analytic Scale of Argumentative Writing (ASAW). Pertanika Journal of Social Sciences & Humanities, 21(1), 85-104.

• Nimehchisalem, V., Mukundan, J., & Shameem, R. G. (2012). Developing an argumentative writing scale. Pertanika Journal of Social Sciences & Humanities, 20(S), 185-204.

• Nor, S. M. D., Nuraihan, M. D., & Noor L. A. K. (2005). Second language writing anxiety: Cause or effect? A Journal of the Malaysian English Language Association (MELTA), 1, 1-19.

• Odell, L. (1981). Defining and assessing competence in writing. In C. R. Cooper, (Ed.), The nature and measurement of competency in English (pp. 95-138). National Council of Teachers of English.

• Pandian, A. (2006). What works in the classroom? Promoting literacy practices in English. 3L Journal of Language Teaching, Linguistics and Literature, 11, 1-25.

• Ramaiah, M. (1997). Reciprocal teaching in enhancing the reading ability of ESL students at the tertiary level [Unpublished Doctoral thesis]. University of Malaya.

• Rashid, S. M., & Chan, H. H. (2008). Exploring the interplay of mode of discourse and proficiency level in ESL writing performance: Implications for testing. The English Teacher, 37, 105-122.

• Reid, M. J. (1990). Responding to different topic types: A quantitative analysis from a contrastive rhetoric perspective. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 191-210). Cambridge University Press. https://doi.org/10.1080/09638288.2020.1776774

• Rohde, A., McCracken, M., Worrall, L., Farrell, A., O’Halloran, R., Godecke, E., David, M., & Doi, S. A. (2020). Inter-rater reliability, intra-rater reliability and internal consistency of the Brisbane Evidence-Based Language Test. Disability and rehabilitation, 1-9. https://doi.org/10.1080/09638288.2020.1776774

• Shaw, S. (2002). The effect of standardization on rater judgment and inter-rater reliability. Cambridge ESOL Research Notes 8, 13-17.

• Tan, B. H., Emerson, L., & White, C. (2006). Reforming ESL writing instruction in tertiary education: The writing center approach. The English Teacher, 34, 1-14.

• Toulmin, S. (1958). The uses of argument. Cambridge University Press.

• Vasu, K., Nimehchisalem, V., Fung, Y. M., & Rashid, S. M. (2018). The usefulness and effectiveness of argumentative writing self-assessment checklist in undergraduate writing classrooms. International Journal of Academic Research in Business and Social Sciences, 8(4), 202-219. https://doi.org/10.6007/IJARBSS/v8-i4/4008

• Vasu, K., Yong M. F., Nimehchisalem, V., & Rashid, S. M. (2020). Self-regulated learning development in undergraduate ESL writing classrooms: Teacher feedback vs self-assessment. RELC Journal, 51(3). https://doi.org/10.1177/0033688220957782

• Weir, C. J. (1993). Understanding and developing language tests. Prentice Hall International.

• Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Palgrave MacMillan.

• Wong, H. (1989). The development of a qualitative writing scale. University Kebangsaan Malaysia Press.

• Yeh, S. S. (1998). Validation of a scheme for assessing argumentative writing of middle school students. Assessing Writing, 5(1), 123-150. https://doi.org/10.1016/S1075-2935(99)80009-9

• Zuraidah, A., & Melor M. Y. (2004). An ESL writing course: Unraveling students’ needs and concerns. The English Teacher, 33, 120-132.

• Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press.

• Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

• Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.

• Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly, 7(1), 54-74, https://doi.org/10.1080/15434300903464418

• Breland, H. M., Bridgeman, B., & Fowles, M. E. (1999). Writing assessment in admission to higher education: Review and framework. http://www.nocheating.org/Media/Research/pdf/RR-99-03-Breland.pdf

• Brennan, R., Kim, J., Wenz-Gross, M., & Siperstein, G. (2001). The relative equitability of high-stakes testing versus teacher-assigned grades: An analysis of the Massachusetts Comprehensive Assessment System (MCAS). Harvard Educational Review, 71(2), 173-216. https://doi.org/10.17763/haer.71.2.v51n6503372t4578

• Brown, G. T. L., Glasswell, K., & Harland, D. (2004) Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing 9, 105-121. https://doi.org/10.1016/j.asw.2004.07.001

• Brown, H. D. (2003). Language assessment principles and classroom practices. Longman.

• Cohen, A. D. (1994). Assessing language ability in the classroom. Heinle & Heinle Publishers.

• Connor, U., & Lauer, J. (1988). Cross-cultural variation in persuasive student writing. In A.C. Purves (Ed.), Writing across languages and cultures: Issues in contrastive rhetoric (pp. 206-227). Sage.

• Cooper, C. R. (1999). What we know about genres, and how it can help us assign and evaluate writing. In C. R. Cooper & L. Odell, (Eds.), Evaluating writing: The role of teacher’s knowledge about text, learning, and culture (pp. 23-52). National Council of Teachers of English (NCTE).

• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.

• Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.), Educational measurement (2nd ed.). American Council on Education.

• Cumming, A. (1990). Expertise in evaluating second language compositions. Language Testing, 7(1), 31-51. https://doi.org/10.1177/026553229000700104

• Educational Testing Service. (2011). Writing scoring guide. http://www.ets.org/toefl/pbt/scores/writing_score_guide/

• Farhady, H., Jafarpur, A., & Birjandi, P. (2001). Testing language skills: From theory to practice. SAMT.

• Frase, R., Faletti, J., Ginther, A., & Grant, L. A. (1999). Computer analysis of the TOEFL test of written English (TOEFL Research Report #64). Educational Testing Service. https://doi.org/10.1002/j.2333-8504.1998.tb01791.x

• Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Rutledge. https://doi.org/10.4324/9780203449066

• Glasswell, K., & Brown, G. T. L. (2003). Accuracy in the scoring of writing: Study in large-scale scoring of asTTle writing assessments (asTTle Technical Report 26). University of Auckland/Ministry of Education.

• Glasswell, K., Parr, J., & Aikman, M. (2001). Development of the asTTle writing assessment rubrics for scoring extended writing tasks (Technical Report 6, Project asTTle). University of Auckland/Ministry of Education.

• Glenn, C., Miller, R. K., Webb, S. S., Gary, L., & Hodge, J. C. (2004). Hodges’ harbrace handbook (15th ed.). Thompson Heinle.

• Grote, R. D. (1996). The complete guide to performance appraisal. AMACOM Books.

• Guilford, J. P. (1973). Fundamental statistics in psychology and education (5th ed.). McGraw-Hill.

• Hajibah, O. (2004). Genre-based Instruction for ESP. The English Teacher, 33, 13-29.

• Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs (TPOEFL Research Report #54). Educational Testing Service.

• Hall, D., & Birkerts, S. (2007). Writing well. Longman.

• Hamp-Lyons, L. (1990). Second language writing: Assessment issues. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 69-87). Cambridge University Press.

• Hamp-Lyons, L. (1991). Pre-text: Task-related influences on the writer. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 87-107). Ablex. https://doi.org/10.1017/CBO9781139524551.009

• Harland, D. (2003). Using asTTle persuasive writing: A case study of teaching argument writing (asTTle Technical Report, #29). University of Auckland/Ministry of Education.

• Horowitz, D. (1991). ESL writing assessments: Contradictions and resolutions. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 71-85). Ablex.

• Jacobs, H., Zingraf, S., Wormuth, D., Hartfiel, V. F., & Hughey, J. (1981). Testing ESL composition: A practical approach. Newbury House Publishers.

• Kayapınar, U. (2014). Measuring essay assessment: Intra-rater and inter-rater reliability. Eurasian Journal of Educational Research, 57, 113-136 http://dx.doi.org/10.14689/ejer.2014.57.2

• Kho, S. J. (2006). Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English language argumentative writing in a Malaysian secondary school [Unpublished Master’s thesis]. Universiti Teknologi Malaysia.

• Kinneavy, J. A. (1971). A theory of discourse: The aims of discourse. Prentice Hall.

• McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications. Springer. https://doi.org/10.1007/978-1-4614-7135-6

• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13-103). Macmillan.

• Mukundan, J., & Ahour, T. (2009). Perceptions of Malaysian school and university ESL instructors on writing assessment. Journal Sastra Inggris, 9(1), 1-21.

• Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: A Malaysian experience. 3L Journal of Language Teaching, Linguistics and Literature, 13, 1-21.

• Nimehchisalem, V. (2010). Developing an analytic scale for argumentative writing of students in a Malaysian public university [Unpublished Doctoral dissertation]. Universiti Putra Malaysia.

• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing. Language & Communication, 5(2), 185-200.

• Nimehchisalem, V., & Mukundan, J. (2011). Determining the evaluative criteria of an argumentative writing scale. English Language Teaching, 4(1), 58-69. https://doi.org/10.5539/elt.v4n1p58

• Nimehchisalem, V., & Mukundan, J. (2013). Development of the content subscale of the Analytic Scale of Argumentative Writing (ASAW). Pertanika Journal of Social Sciences & Humanities, 21(1), 85-104.

• Nimehchisalem, V., Mukundan, J., & Shameem, R. G. (2012). Developing an argumentative writing scale. Pertanika Journal of Social Sciences & Humanities, 20(S), 185-204.

• Nor, S. M. D., Nuraihan, M. D., & Noor L. A. K. (2005). Second language writing anxiety: Cause or effect? A Journal of the Malaysian English Language Association (MELTA), 1, 1-19.

• Odell, L. (1981). Defining and assessing competence in writing. In C. R. Cooper, (Ed.), The nature and measurement of competency in English (pp. 95-138). National Council of Teachers of English.

• Pandian, A. (2006). What works in the classroom? Promoting literacy practices in English. 3L Journal of Language Teaching, Linguistics and Literature, 11, 1-25.

• Ramaiah, M. (1997). Reciprocal teaching in enhancing the reading ability of ESL students at the tertiary level [Unpublished Doctoral thesis]. University of Malaya.

• Rashid, S. M., & Chan, H. H. (2008). Exploring the interplay of mode of discourse and proficiency level in ESL writing performance: Implications for testing. The English Teacher, 37, 105-122.

• Reid, M. J. (1990). Responding to different topic types: A quantitative analysis from a contrastive rhetoric perspective. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 191-210). Cambridge University Press. https://doi.org/10.1080/09638288.2020.1776774

• Rohde, A., McCracken, M., Worrall, L., Farrell, A., O’Halloran, R., Godecke, E., David, M., & Doi, S. A. (2020). Inter-rater reliability, intra-rater reliability and internal consistency of the Brisbane Evidence-Based Language Test. Disability and rehabilitation, 1-9. https://doi.org/10.1080/09638288.2020.1776774

• Shaw, S. (2002). The effect of standardization on rater judgment and inter-rater reliability. Cambridge ESOL Research Notes 8, 13-17.

• Tan, B. H., Emerson, L., & White, C. (2006). Reforming ESL writing instruction in tertiary education: The writing center approach. The English Teacher, 34, 1-14.

• Toulmin, S. (1958). The uses of argument. Cambridge University Press.

• Vasu, K., Nimehchisalem, V., Fung, Y. M., & Rashid, S. M. (2018). The usefulness and effectiveness of argumentative writing self-assessment checklist in undergraduate writing classrooms. International Journal of Academic Research in Business and Social Sciences, 8(4), 202-219. https://doi.org/10.6007/IJARBSS/v8-i4/4008

• Vasu, K., Yong M. F., Nimehchisalem, V., & Rashid, S. M. (2020). Self-regulated learning development in undergraduate ESL writing classrooms: Teacher feedback vs self-assessment. RELC Journal, 51(3). https://doi.org/10.1177/0033688220957782

• Weir, C. J. (1993). Understanding and developing language tests. Prentice Hall International.

• Weir, C. J. (2005). Language testing and validation: An evidence-based approach. Palgrave MacMillan.

• Wong, H. (1989). The development of a qualitative writing scale. University Kebangsaan Malaysia Press.

• Yeh, S. S. (1998). Validation of a scheme for assessing argumentative writing of middle school students. Assessing Writing, 5(1), 123-150. https://doi.org/10.1016/S1075-2935(99)80009-9

• Zuraidah, A., & Melor M. Y. (2004). An ESL writing course: Unraveling students’ needs and concerns. The English Teacher, 33, 120-132.

• Alderson, J. C., Clapham, C., & Wall, D. (1995). Language test construction and evaluation. Cambridge University Press.

• Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford University Press.

• Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. Oxford University Press.

• Barkaoui, K. (2010). Variability in ESL essay rating processes: The role of the rating scale and rater experience. Language Assessment Quarterly, 7(1), 54-74, https://doi.org/10.1080/15434300903464418

• Breland, H. M., Bridgeman, B., & Fowles, M. E. (1999). Writing assessment in admission to higher education: Review and framework. http://www.nocheating.org/Media/Research/pdf/RR-99-03-Breland.pdf

• Brennan, R., Kim, J., Wenz-Gross, M., & Siperstein, G. (2001). The relative equitability of high-stakes testing versus teacher-assigned grades: An analysis of the Massachusetts Comprehensive Assessment System (MCAS). Harvard Educational Review, 71(2), 173-216. https://doi.org/10.17763/haer.71.2.v51n6503372t4578

• Brown, G. T. L., Glasswell, K., & Harland, D. (2004) Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing 9, 105-121. https://doi.org/10.1016/j.asw.2004.07.001

• Brown, H. D. (2003). Language assessment principles and classroom practices. Longman.

• Cohen, A. D. (1994). Assessing language ability in the classroom. Heinle & Heinle Publishers.

• Connor, U., & Lauer, J. (1988). Cross-cultural variation in persuasive student writing. In A.C. Purves (Ed.), Writing across languages and cultures: Issues in contrastive rhetoric (pp. 206-227). Sage.

• Cooper, C. R. (1999). What we know about genres, and how it can help us assign and evaluate writing. In C. R. Cooper & L. Odell, (Eds.), Evaluating writing: The role of teacher’s knowledge about text, learning, and culture (pp. 23-52). National Council of Teachers of English (NCTE).

• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.

• Cronbach, L. J. (1971). Test validation. In R. L. Thorndike (Ed.), Educational measurement (2nd ed.). American Council on Education.

• Cumming, A. (1990). Expertise in evaluating second language compositions. Language Testing, 7(1), 31-51. https://doi.org/10.1177/026553229000700104

• Educational Testing Service. (2011). Writing scoring guide. http://www.ets.org/toefl/pbt/scores/writing_score_guide/

• Farhady, H., Jafarpur, A., & Birjandi, P. (2001). Testing language skills: From theory to practice. SAMT.

• Frase, R., Faletti, J., Ginther, A., & Grant, L. A. (1999). Computer analysis of the TOEFL test of written English (TOEFL Research Report #64). Educational Testing Service. https://doi.org/10.1002/j.2333-8504.1998.tb01791.x

• Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Rutledge. https://doi.org/10.4324/9780203449066

• Glasswell, K., & Brown, G. T. L. (2003). Accuracy in the scoring of writing: Study in large-scale scoring of asTTle writing assessments (asTTle Technical Report 26). University of Auckland/Ministry of Education.

• Glasswell, K., Parr, J., & Aikman, M. (2001). Development of the asTTle writing assessment rubrics for scoring extended writing tasks (Technical Report 6, Project asTTle). University of Auckland/Ministry of Education.

• Glenn, C., Miller, R. K., Webb, S. S., Gary, L., & Hodge, J. C. (2004). Hodges’ harbrace handbook (15th ed.). Thompson Heinle.

• Grote, R. D. (1996). The complete guide to performance appraisal. AMACOM Books.

• Guilford, J. P. (1973). Fundamental statistics in psychology and education (5th ed.). McGraw-Hill.

• Hajibah, O. (2004). Genre-based Instruction for ESP. The English Teacher, 33, 13-29.

• Hale, G., Taylor, C., Bridgeman, B., Carson, J., Kroll, B., & Kantor, R. (1996). A study of writing tasks assigned in academic degree programs (TPOEFL Research Report #54). Educational Testing Service.

• Hall, D., & Birkerts, S. (2007). Writing well. Longman.

• Hamp-Lyons, L. (1990). Second language writing: Assessment issues. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 69-87). Cambridge University Press.

• Hamp-Lyons, L. (1991). Pre-text: Task-related influences on the writer. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 87-107). Ablex. https://doi.org/10.1017/CBO9781139524551.009

• Harland, D. (2003). Using asTTle persuasive writing: A case study of teaching argument writing (asTTle Technical Report, #29). University of Auckland/Ministry of Education.

• Horowitz, D. (1991). ESL writing assessments: Contradictions and resolutions. In L. Hamp-Lyons (Ed.), Assessing second language writing in academic contexts (pp. 71-85). Ablex.

• Jacobs, H., Zingraf, S., Wormuth, D., Hartfiel, V. F., & Hughey, J. (1981). Testing ESL composition: A practical approach. Newbury House Publishers.

• Kayapınar, U. (2014). Measuring essay assessment: Intra-rater and inter-rater reliability. Eurasian Journal of Educational Research, 57, 113-136 http://dx.doi.org/10.14689/ejer.2014.57.2

• Kho, S. J. (2006). Assessment criteria in a holistic scoring scale as a pedagogical tool in teaching English language argumentative writing in a Malaysian secondary school [Unpublished Master’s thesis]. Universiti Teknologi Malaysia.

• Kinneavy, J. A. (1971). A theory of discourse: The aims of discourse. Prentice Hall.

• McCoach, D. B., Gable, R. K., & Madura, J. P. (2013). Instrument development in the affective domain: School and corporate applications. Springer. https://doi.org/10.1007/978-1-4614-7135-6

• Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13-103). Macmillan.

• Mukundan, J., & Ahour, T. (2009). Perceptions of Malaysian school and university ESL instructors on writing assessment. Journal Sastra Inggris, 9(1), 1-21.

• Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: A Malaysian experience. 3L Journal of Language Teaching, Linguistics and Literature, 13, 1-21.

• Nimehchisalem, V. (2010). Developing an analytic scale for argumentative writing of students in a Malaysian public university [Unpublished Doctoral dissertation]. Universiti Putra Malaysia.

• Nimehchisalem, V. (2018). Pyramid of argumentation: Towards an integrated model for teaching and assessing ESL writing. Language & Communication, 5(2), 185-200.

• Nimehchisalem, V., & Mukundan, J. (2011). Determining the evaluative criteria of an argumentative writing scale. English Language Teaching, 4(1), 58-69. https://doi.org/10.5539/elt.v4n1p58

• Nimehchisalem, V., & Mukundan, J. (2013). Development of the content subscale of the Analytic Scale of Argumentative Writing (ASAW). Pertanika Journal of Social Sciences & Humanities, 21(1), 85-104.

• Nimehchisalem, V., Mukundan, J., & Shameem, R. G. (2012). Developing an argumentative writing scale. Pertanika Journal of Social Sciences & Humanities, 20(S), 185-204.

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