[
Al-Ali, M., ---amp--- Sahawneh, M. (2008). An investigation into the generic features of English requestive e-mail messages. LSP ---amp--- Professional Communication, 8(2), 40-64.
]Search in Google Scholar
[
Allen, D., ---amp--- Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE Life Sciences Education, 5(3), 197-203. https://doi.org/10.1187/cbe.06-06-0168
]Search in Google Scholar
[
Andrade, H. G. (2000). Using rubrics to promote thinking and earning. Educational Leadership, 57(5), 13-19.
]Search in Google Scholar
[
Andrade, H. G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4), 1-22. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1630/665
]Search in Google Scholar
[
Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-31. https://doi.org/10.3200/CTCH.53.1.27-31
]Search in Google Scholar
[
Andrade, H., Wang, X., Du, Y., ---amp--- Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287-302. https://doi.org/10.3200/JOER.102.4.287-302
]Search in Google Scholar
[
Bhatia, V. (2020). Genres and styles in world Englishes. In C. Nelson, Z. Proshina ---amp--- D. Davis (Eds.), Handbook of World Englishes (pp. 368-382). Wiley-Blackwell.
]Search in Google Scholar
[
British Council (2022). LearnEnglish: An email request. Online: https://learnenglish.britishcouncil.org/skills/writing/c1-writing/an-email-request
]Search in Google Scholar
[
Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
]Search in Google Scholar
[
Brookhart S. ---amp--- Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. https://doi.org/10.1080/00131911.2014.929565
]Search in Google Scholar
[
Brown, P. ---amp--- Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge University Press
]Search in Google Scholar
[
Campbell, K. (2013, March 7). The genre of email requests. Retrieved from https://proswrite.com/author/proswrite/
]Search in Google Scholar
[
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education 31(2), 219-233. https://doi.org/10.1080/03075070600572132
]Search in Google Scholar
[
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
]Search in Google Scholar
[
Dawson, P. (2015). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment ---amp--- Evaluation in Higher Education, 42(3), 347-360. https://doi.org/10.1080/02602938.2015.1111294.
]Search in Google Scholar
[
Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18, 7-24. https://doi.org/10.1016/j.asw.2012.10.002
]Search in Google Scholar
[
East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14(2), 88-115. https://doi.org/10.1016/j.asw.2009.04.001
]Search in Google Scholar
[
Ene, E. ---amp--- Upton, T. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in EFL composition. Journal of Second Language Writing, 41, 1-13. https://doi.org/10.1016/j.jslw.2018.05.005
]Search in Google Scholar
[
Gains, J. (1999). Electronic mail – A new style of communication or just a new medium? An investigation into the text features of e-mail. English for Specific Purposes, 18, 81-101. https://doi.org/10.1016/S0889-4906(97)00051-3
]Search in Google Scholar
[
Greatorex, J., ---amp--- Bell, J. F. (2008). What makes AS marking reliable? An experiment with some stages from the standardisation process. Research Papers in Education, 23(3), 333-355. https://doi.org/10.1080/02671520701692593
]Search in Google Scholar
[
Grotjahn, R., ---amp--- Kleppin, K. (2017). Gütekriterien bei der Evaluation von Schreibkompetenzen. In B. Akukwe, R. Grotjahn, ---amp--- S. Schipolowski (Eds.), Schreibkompetenzen in der Fremdsprache. Aufgabengestaltung, kriterienorientierte Bewertung und Feedback (pp. 41-70). Narr Francke Attempto.
]Search in Google Scholar
[
Hallet, W. (2016). Genres im fremdsprachlichen und bilingualen Unterricht. Hannover: Klett/Kallmeyer.
]Search in Google Scholar
[
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
]Search in Google Scholar
[
Hattie, J., ---amp--- Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
]Search in Google Scholar
[
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
]Search in Google Scholar
[
Hyland, K., ---amp--- Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
]Search in Google Scholar
[
Jonsson, A. ---amp--- Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
]Search in Google Scholar
[
KMK (2004). Bildungsstandards für die erste Fremdsprache (Englisch/Französisch) für den Mittleren Schulabschluss. [Educational Standards for the first foreign language (English/French) for middle school]. Kultusministerkonferenz [Conference of Educational Ministers in Germany].
]Search in Google Scholar
[
Kluger, A. N., ---amp--- DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. https://doi.org/10.1037/0033-2909.119.2.254
]Search in Google Scholar
[
Lee, I. (2005). Why burn the midnight oil? Marking student essays. Modern English Teacher, 14(1), 33-40.
]Search in Google Scholar
[
Meyer, J., Jansen, T., Fleckenstein, J., Keller, S., ---amp--- Köller, O. (2021). Machine learning im Bildungskontext: Evidenz für die Genauigkeit der automatisierten Beurteilung von Essays im Fach Englisch. Zeitschrift für Pädagogische Psychologie, 12 (2020). https://doi.org/10.1024/1010-0652/a000296
]Search in Google Scholar
[
Moss, P. (1994). Can there be validity without reliability? Educational Researcher, 23 (2), 5-12. https://doi.org/10.3102/0013189X023002005
]Search in Google Scholar
[
Panadero, E., ---amp--- Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. https://doi.org/10.1016/j.edurev.2013.01.002
]Search in Google Scholar
[
Reddy, Y, ---amp--- Andrade, H. (2010). A review of rubric use in higher education. Assessment ---amp--- Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
]Search in Google Scholar
[
Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25(2), 261-277. https://doi.org/10.2307/3587463
]Search in Google Scholar
[
Sundeen, T. H. (2014). Instructional rubrics: Effects of presentation options on writing quality. Assessing Writing, 21, 74-88. https://doi.org/10.1016/j.asw.2014.03.003
]Search in Google Scholar
[
EDK (2011). Lehrplan 21 [Curriculum for compulsory public schools]. Swiss Conference of Cantonal Ministers of Education. Retrieved from: https://www.lehrplan21.ch/
]Search in Google Scholar
[
Scallon, G. (2004). L’évaluation des apprentissages dans une approche par compétences. ERPI.
]Search in Google Scholar
[
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
]Search in Google Scholar
[
UNESCO (2011). International standard classification of education (ISCED) 2011. United Nations Educational, Scientific and Cultural Organization. Retrieved from www.unesco.org
]Search in Google Scholar
[
VERBI Software (2021). MAXQDA 2022 [computer software]. VERBI Software. https://www.maxqda.com
]Search in Google Scholar
[
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
]Search in Google Scholar
[
Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.
]Search in Google Scholar
