| Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices D Crusan, L Plakans, A Gebril Assessing writing 28, 43-56, 2016 | 377 | 2016 |
| Comparing composing processes in writing-only and reading-to-write test tasks L Plakans Assessing Writing 13 (2), 111-129, 2008 | 356 | 2008 |
| The role of reading strategies in integrated L2 writing tasks L Plakans Journal of English for academic purposes 8 (4), 252-266, 2009 | 312 | 2009 |
| A close investigation into source use in integrated second language writing tasks L Plakans, A Gebril Assessing Writing 17 (1), 18-34, 2012 | 301 | 2012 |
| Discourse synthesis in integrated second language writing assessment L Plakans Language Testing 26 (4), 561-587, 2009 | 266 | 2009 |
| Using multiple texts in an integrated writing assessment: Source text use as a predictor of score L Plakans, A Gebril Journal of Second Language Writing 22 (3), 217-230, 2013 | 236 | 2013 |
| Second language writers’ strategy use and performance on an integrated reading‐listening‐writing task HC Yang, L Plakans Tesol Quarterly 46 (1), 80-103, 2012 | 211 | 2012 |
| Does teachers' confidence with CALL equal innovative and integrated use? G Kessler, L Plakans Computer Assisted Language Learning 21 (3), 269-282, 2008 | 176 | 2008 |
| Toward a transparent construct of reading-to-write tasks: The interface between discourse features and proficiency A Gebril, L Plakans Language Assessment Quarterly 10 (1), 9-27, 2013 | 162 | 2013 |
| Investigating source use, discourse features, and process in integrated writing tests A Gebril, L Plakans Spaan Fellow Working Papers in Second or Foreign Language Assessment 7 (1 …, 2009 | 162 | 2009 |
| Independent vs. integrated writing tasks: A comparison of task representation L Plakans Tesol Quarterly 44 (1), 185-194, 2010 | 152 | 2010 |
| Exploring the relationship of organization and connection with scores in integrated writing assessment L Plakans, A Gebril Assessing Writing 31, 98-112, 2017 | 113 | 2017 |
| Assembling validity evidence for assessing academic writing: Rater reactions to integrated tasks A Gebril, L Plakans Assessing writing 21, 56-73, 2014 | 104 | 2014 |
| Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency A Gebril, L Plakans Journal of English for academic purposes 24, 78-88, 2016 | 103 | 2016 |
| Shaping a score: Complexity, accuracy, and fluency in integrated writing performances L Plakans, A Gebril, Z Bilki Language Testing 36 (2), 161-179, 2019 | 100 | 2019 |
| Working memory in L2 reading comprehension: The influence of prior knowledge J Joh, L Plakans System 70, 107-120, 2017 | 85 | 2017 |
| Integrated second language writing assessment: Why? What? How? L Plakans Language and Linguistics Compass 9 (4), 159-167, 2015 | 61 | 2015 |
| Incorporating ESOL learners’ feedback and usability testing in instructor-developed CALL materials G Kessler, L Plakans Tesol Journal 10 (1), 15-20, 2001 | 60 | 2001 |
| “I should summarize this whole paragraph”: Shared processes of reading and writing in iterative integrated assessment tasks L Plakans, JT Liao, F Wang Assessing Writing 40, 14-26, 2019 | 58 | 2019 |
| Integrated writing scores based on holistic and multi-trait scales: A generalizability analysis R Ohta, LM Plakans, A Gebril Assessing Writing 38, 21-36, 2018 | 57 | 2018 |
