| ABSTRACT | 第7-9页 |
| 摘要 | 第10-13页 |
| Chapter One Introduction | 第13-19页 |
| 1.1 Research background | 第13-15页 |
| 1.2 Research objectives | 第15-16页 |
| 1.3 Significance of the research | 第16-18页 |
| 1.4 Freamwork of the thesis | 第18-19页 |
| Chapter Two Literature Review | 第19-27页 |
| 2.1 Studies on assessment in English writing in high school | 第19-20页 |
| 2.2 Studies of single-valuator assessment | 第20-23页 |
| 2.2.1 Teacher’s assessment | 第20-22页 |
| 2.2.2 Peer assessment | 第22-23页 |
| 2.2.3 Computer automated assessment | 第23页 |
| 2.3 Studies of multi-valuator assessment | 第23-26页 |
| 2.3.1 Studies of multi-valuator assessment model in English writing | 第24-25页 |
| 2.3.2 Studies of Teacher-Students’Collaborative Assessment | 第25-26页 |
| 2.4 Summary | 第26-27页 |
| Chapter Three Theoretical Foundation | 第27-35页 |
| 3.1 Definition of key concepts | 第27-29页 |
| 3.1.1 Teacher-Students’Collaborative Assessment | 第27-28页 |
| 3.1.2 Field cognitive styles | 第28-29页 |
| 3.2 Process approach to writing | 第29-30页 |
| 3.3 Analytic scoring theory | 第30页 |
| 3.4 Selective learning hypothesis | 第30-31页 |
| 3.5 Cooperative learning theory | 第31-32页 |
| 3.6 Summary | 第32-35页 |
| Chapter Four Research Design | 第35-42页 |
| 4.1 Research questions | 第35页 |
| 4.2 Methodology | 第35-40页 |
| 4.2.1 Research subjects | 第36页 |
| 4.2.2 Research instruments | 第36-37页 |
| 4.2.3 Procedures of the research | 第37-40页 |
| 4.3 Data collection and analysis | 第40-42页 |
| 4.3.1 Data collection | 第40页 |
| 4.3.2 EFT analysis | 第40页 |
| 4.3.3 Writing analysis | 第40-41页 |
| 4.3.4 Scorers’reliablity test | 第41-42页 |
| Chapter Five Result and Discussion | 第42-61页 |
| 5.1 English writing competence and cognitive styles | 第42-45页 |
| 5.2 TSCA and the English writing competence of students witnin the same field cognitive style | 第45-54页 |
| 5.2.1 TSCA on the writing competence of field-independent students | 第45-48页 |
| 5.2.2 TSCA on the writing competence of field-transitional students | 第48-51页 |
| 5.2.3 TSCA on the writing competence of field-dependent students | 第51-54页 |
| 5.3 TSCA and the English writing competence across different field cognitive styles | 第54-58页 |
| 5.3.1 TSCA on the competence in grammar and lexicon across field cognitive styles | 第56-57页 |
| 5.3.2 TSCA on the competence in organization across field cognitive styles | 第57-58页 |
| 5.3.3 TSCA on the competence in supporting ideas across field cognitive styles | 第58页 |
| 5.4 Summary | 第58-61页 |
| Chapter Six Conclusion | 第61-68页 |
| 6.1 Major findings | 第61-63页 |
| 6.2 Implications | 第63-65页 |
| 6.3 Limitations | 第65-66页 |
| 6.4 Suggestions for further study | 第66-68页 |
| REFERENCES | 第68-74页 |
| Appendix Ⅰ:Cognitive Style Figure Test | 第74-79页 |
| Appendix Ⅱ:Standards of Analytical Scoring | 第79-82页 |
| Acknowledgements | 第82页 |
