前辅文
List of Abbreviationsxix
List of Figuresxxi
List of Tablesxxiii
Chapter 1 Introduction
1.1 Background of the Study
1.2 Purposes of the Study
Q1.3 uestions of the Study
1.4 Layout of the Study
1.5 Summary
Chapter 2 Literature Review
2.1 Nature of Writing
2.1.1Writing as a Linguistic Activity
2.1.2Writing as a Social-cultural Activity
2.1.3Writing as a Cognitive Activity
2.2 Fundamentals of Writing Ability
2.2.1Components of Writing Ability
2.2.2Dimensions of Writing Ability
2.3 Classification of Writing Assessment Tasks
2.3.1Independent Writing Tasks
2.3.2Integrated Writing Tasks
2.3.3Using the Reading-to-write Task for the Present Study
2.4 Summary
Chapter 3 Empirical and Theoretical Explorations
3.1 Empirical Exploration
3.1.1Description of Curriculum Requirements
3.1.2Writing Components of CET4 and CET6
3.2 Theoretical Exploration
3.2.1Authentic Assessment
3.2.2Interactive Assessment
3.2.3Significance of Authenticity and Interactiveness to Designing Writing Tasks
3.3 Summary
Chapter 4 Test Specifications and Framework Construction
4.1 Essence of Classroom Writing Assessment
4.1.1Achievement Test
4.1.2Criterion-reference Test
4.1.3Implications for the Reading-to-write Task
4.2 Scoring Methods for Writing
4.2.1Holistic Scoring
4.2.2Analytic Scoring
4.2.3Implications for the Reading-to-write Task
4.3 Framework of the Reading-to-write Task
4.3.1Specifications of the Reading-to-write Task
4.3.2Suggested Framework for the Reading-to-write Task
4.4 Designing Sample Reading-to-write Tasks
4.5 Summary
Chapter 5 The Pilot Validation Study
5.1 Research Purpose
5.2 Research Subjects and the Task
5.3 Research Operation
5.3.1Testing Procedure
5.3.2Scoring Procedure
5.3.3Collection of Data
5.4 Data Analysis
5.4.1Questionnaire Analysis
5.4.2Reliability and Validity of the Reading-to-write Task
5.5 Discussion
5.6 Summary
Chapter 6 The Field Validation Study
6.1Research Purpose
6.2 Research Subjects and the Task
6.3 Research Operation
6.3.1Testing Procedure
6.3.2Scoring Procedure
6.4 Data Collection and Analysis
6.4.1Study of Reliability and Validity
6.4.2Comparative Study of Essay Products in Two Tasks
6.5 Discussion
6.6 Summary
Chapter 7 Conclusions and Recommendations
7.1 Research Findings
7.2 Research Implications
7.2.1Design Flow of the Reading-to-write Task
7.2.2Implications of the Reading-to-write Task for Writing Instruction
7.3 Research Significance
7.4 Research Limitations
7.4.1Problems of the Reading-to-write Task
7.4.2Problems of the Study
7.5 Further Research
7.6 Summary
Appendix 1 Empirical Basis
Appendix 1.1The Regents Writing Test in Georgia State University
Appendix 1.1ASample Test
Appendix 1.1B Essay Scoring Rubrics
Appendix 1.2Task 1 in TOEFL (iBT)
Appendix 1.3Requirements of Writing Ability for Non-English Majors (Chinese Version)
Appendix 1.4 Requirements for the Writing Components in CET4 and CET 6 (Chinese Version)
Appendix 2 Experiments
Appendix 2.1 Sample Task A
Appendix 2.2 Sample Task B
Appendix 2.3 The Independent Writing Task
Appendix 2.4 The Reading-to-Write Task
Appendix 2.5 Scoring Rubrics ?—the Field Study
Appendix 3 Questionnaires
Appendix 3.1 The Candidate?ˉs Questionnaire ?—the Pilot Study
Appendix 3.2 The Rater?ˉs Questionnaire ?—the Pilot Study
Appendix 3.3 The Candidate?ˉs Questionnaire ?—the Field Study
Appendix 4 Data of the Validation Study
Appendix 4.1 Candidates?ˉ Raw Scores in CET4 and Writing Exercises in the English Class ?—the Pilot Study
Appendix 4.2 Candidates?ˉ Raw Scores of the Analytic Rating and Those of Sub-categories ?—the Pilot Study
Appendix 4.3 Raw Scores in the Independent Writing Task ?—the Field Study
Appendix 4.4 Raw Scores in the Reading-to-write Task ?—the Field Study
Appendix 4.5 Candidates?ˉ Raw Scores in the English Term Examination, CET4 or CET 6 ?—the Field Study
Appendix 4.6 Raw Statistics of Discourse Analysis
Bibliography
