This book provides critical perspectives on both writing norms and assessment, and proficiency development, and suggests that scholars need to both critically examine testing regimes and develop research-based perspectives on tests and testing practices, so that institutions of adult education, schools and universities can better prepare learners with differing cultural experiences for tests and assessments. The book brings together empirical studies from diverse geographical contexts that all address the crossing of literacy borders, mainly academic. Most of the studies examine writing in a new country where the norms and expectations are different, but some focus on writing in a new discourse community, such as a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers and considers the extent to which the norms that the writers bring with them from their educational background and own culture are not appreciated in the new setting.