| Introduction | 第1-14页 |
| 1 Current situations of CET writing sub-test and its impact on the teaching and learning of writing | 第14-24页 |
| ·Basic information of CET | 第14-16页 |
| ·Requirement of CET writing sub-test | 第16-18页 |
| ·Review of candidates’ poor performance in CET writing sub-test | 第18-20页 |
| ·Impact on the teaching and learning of writing | 第20-24页 |
| 2 Literature review of relevant research | 第24-40页 |
| ·The writing task and test rubrics | 第24-31页 |
| ·Single style of controlled writing | 第24-26页 |
| ·Length requirement and time limit | 第26-30页 |
| ·Low weight for writing | 第30页 |
| ·Familiarity with the marking scale | 第30-31页 |
| ·Marking scale | 第31-37页 |
| ·Holistic scoring | 第32-33页 |
| ·Aspects of consideration for marking | 第33-35页 |
| ·Same scale for CET-4 & 6 | 第35-37页 |
| ·Problems solved and to be solved | 第37-40页 |
| ·Improvements in action | 第37页 |
| ·Problems still in existence | 第37-38页 |
| ·Making CET writing sub-test communicative | 第38-40页 |
| 3 Communicative language teaching and testing | 第40-59页 |
| ·Communicative competence | 第40-43页 |
| ·Communicative language teaching | 第43-44页 |
| ·Communicative language teaching of writing | 第44-46页 |
| ·Communicative testing | 第46-48页 |
| ·Communicative testing of writing | 第48-59页 |
| ·Situation and context | 第49-50页 |
| ·Style and register | 第50-52页 |
| ·Needs analysis | 第52-56页 |
| ·Test rubrics & weight | 第56-57页 |
| ·Marking scale | 第57-59页 |
| 4 Research methodology of the communicative writing task, test rubrics and marking scale | 第59-97页 |
| ·My suggested communicative writing task and test rubrics | 第59-61页 |
| ·Examples | 第59-60页 |
| ·Characteristics | 第60-61页 |
| ·Questionnaires | 第61-68页 |
| ·Goal and expected conclusion | 第61页 |
| ·Materials, participants, and questionnaires | 第61-62页 |
| ·Statistical analysis | 第62-64页 |
| ·Detailed analysis of example essays | 第64-68页 |
| ·My suggested communicative marking scale and its characteristics | 第68-75页 |
| ·Hybrid of analytical and holistic scales | 第70-73页 |
| ·Weight determination and its principles | 第73-75页 |
| ·Qualitative mode of assessment | 第75页 |
| ·Experiment on the validity of the communicative marking scale | 第75-92页 |
| ·Theory foundation and expected conclusion | 第76-77页 |
| ·Relevant issues in marking | 第77-79页 |
| ·Marking example essays | 第79-86页 |
| ·Statistical analysis | 第86-92页 |
| ·Practical issues in a large-scale writing sub-test | 第92-97页 |
| ·Reform of teaching and testing syllabuses | 第93页 |
| ·Manual marking process | 第93-95页 |
| ·E-rater system | 第95-97页 |
| 5 Effects of the communicative writing sub-test on the teaching and learning of writing | 第97-102页 |
| ·Students’ attitudes | 第97-98页 |
| ·Teachers’ responses | 第98-99页 |
| ·Teaching materials | 第99-101页 |
| ·Teaching methods | 第101-102页 |
| Conclusion | 第102-105页 |
| Appendix | 第105-113页 |
| I: Marking scale of CET writing sub-test | 第105-106页 |
| II: Marking scales of TWE of TOELF and IELTS writing sub-test | 第106-110页 |
| III: Questionnaires | 第110-112页 |
| IV: Score report of my communicative writing task | 第112-113页 |
| Bibliography I | 第113-116页 |
| Bibliography II | 第116-117页 |
