truly minor shortcomings, this book is essential for anyone intrigued
by the principles of EP, or for any practitioner who has questions and
puzzles about their classroom and professional life. EP often starts with
small, nagging questions, belief that students can help answer those
questions, and conﬁdence that there is value in working to understand
each other and oneself.
Allwright, D., & Hanks, J. (2009). The developing language learner: An introduction to
exploratory practice. London, England: Palgrave Macmillan.
Classroom Writing Assessment and Feedback in L2 School Contexts
Icy Lee. Singapore: Springer, 2017. Pp. xx + 157.
TARUN SARKAR AND XIANGDONG GU
romoting classroom writing assessment and feedback in second
and/or foreign language (L2) school contexts is crucial for learn-
ers’ academic and professional success in this globalizing world. This
is the very issue addressed in great depth in this book.
The book is a valuable resource, providing guiding principles and
detailed procedures for effective classroom writing assessment, abun-
dant examples of feedback forms, scoring rubrics, assessment sheets,
evaluation forms, and a rich list of references. It reﬂects many current
concerns in classroom writing assessment and feedback, like assess-
ment of learning (AoL), assessment for learning (AfL), and assessment
as learning (AaL), to enhance learning and teaching in L2 school con-
texts. It is well written with lucid language and it is easy to follow with
uniform structure; for example, each chapter begins with an introduc-
tion of key terms and ends with a concise summary.
Specifying the aim and outline of the book, Chapter 1 describes the
nature and role of two intertwining key components of L2 writing,
classroom assessment and feedback, underlining the shift from AoL to
AfL and AaL. Chapters 2–4 discuss the purposes, theories, and prac-
tices of classroom writing assessment. Based on a social-constructivist
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