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 Procedure5．3．2 Scoring Procedure
5．3．3 Collection of Data
Data Analysis
5．4．1 Questionnaire Analysis
5．4．2 Reliability and Validity of the Reading-to-write Task
Discussion
Summary
Chapter 6 The Field Validation Study
Research Purpose
Research Subjects and the Task
Research Operation
6．3．1 Testing Procedure
6．3．2 Scoring Procedure
Data Collection and Analysis
6．4．1 Study of Reliability and Validity
6．4．2 Comparative Study of Essay Products in Two Tasks
Discussion
Summary
Chapter 7 Conclusions and Recommendations．
Research Findings
Research Implications
7．2．1 Design Flow of the Reading-to-write Task
7．2．2 hnplications of the Reading-to-write Task for Writing
Instruction
Research Significance
Research Limitations
7．4．1 Problems of the Reading-to-write Task
7．4．2 Problems of the Study 12Y
Further Research
Summary
Appendix 1 Empirical Basis
Appendix 1．1 The Regents Writing Test in Georgia State University
Appendix 1．1 A Sample Test
Appendix 1．1 B Essay Scoring Rubrics
Appendix 1．2 Task 1 in TOEFL （iBT）
Appendix 1．3 Requirements of ~~riting Ability for Non-English Majors （Chinese Version）
Appendix 1．4 Requirements for the Writing Components in CET4 and CE'F 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's Questionnaire —— the Pilot Study
Appendix 3．2 The Rater's Questionnaire —— the Pilot Study
Appendix 3．3 The Candidate's Questionnaire —— the Field Study
Appendix 4 Data of the Validation Study
Appendix 4．1 Candidates' Raw Scores in CET4 and Writing Exercises in the English Class —— the Pilot Study
Appendix 4．2 Candidates' 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' Raw Scores in the English Term Examination， CET4 or CET 6 —— the Field Study．
Appendix 4．6 Raw Statistics of Discourse Analysis
Bibliography
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