The Validity of timed essay tests in the assessment of writing skills

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Abstract
This article describes a small-scale research study which examined the relationship between timed and untimed essay scores of adolescent students. Surprisingly, no significant difference was found in the scores. It is suggested that the study raises more questions than it answers, and the need for further research is discussed. It is hoped that the issues raised here will be of interest to all teachers who teach L2 composition skills, particularly those working with school-age students and those preparing students for formal examinations.

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