List of Abbreviations
List of Figures
List of Tables
Chapter 1 Introduction
Background of the Study
Purposes of the Study
Questions of the Study
Layout of the Study
Summary
Chapter 2 Literature Review
Nature of Writing
2.1.1 Writing as a Linguistic Activity
2.1.2 Writing as a Social-cultural Activity
2.1.3 Writing as a Cognitive Activity
Fundamentals of Writing Ability
2.2.1 Components of Writing Ability
2.2.2 Dimensions of Writing Ability
Classification of Writing Assessment Tasks
2.3.1 Independent Writing Tasks
2.3.2 Integrated Writing Tasks
2.3.3 Using the Reading-to-write Task for the Present Study
Summary
Chapter 3 Empirical and Theoretical Explorations
Empirical Exploration
3.1.1 Description of Curriculum Requirements
3.1.2 Writing Components of CET4 and CET
Theoretical Exploration
3.2.1 Authentic Assessment
3.2.2 Interactive Assessment
3.2.3 Significance of Authenticity and Interactiveness to Designing Writing Tasks
Summary
Chapter 4 Test Specifications and Framework Construction
Essence of Classroom Writing Assessment
4.1.1 Achievement Test
4.1.2 Criterion-referenceTest
4.1.3 Implications for the Reading-to-write Task
Scoring Methods for Writing
4.2.1 HolisticScoring
4.2.2 Analytic Scoring
4.2.3 hnplications for the Reading-to-write Task
Framework of the Reading-to-write Task
4.3.1 Specifications of the Reading-to-write Task
4.3.2 Suggested Framework for the Reading-to-write Task
Designing Sample Reading-to-write Tasks
Summary
Chapter 5 The Pilot Validation Study
Research Purpose
Research Subjects and the Task
Research Operation
5.3.1 Testing Procedure