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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