| 摘要 | 第1-6页 |
| Abstract | 第6-10页 |
| Chapter 1 Introduction | 第10-13页 |
| Chapter 2 Literature Review | 第13-19页 |
| ·Teacher Feedback | 第13-15页 |
| ·Peer Feedback | 第15-19页 |
| Chapter 3 Theoretical Framework | 第19-27页 |
| ·Process-oriented Writing | 第19-24页 |
| ·Graves' Process Writing Model and Flower & Hayes' Cognitive Model | 第20-22页 |
| ·process-oriented feedback | 第22-24页 |
| ·Negotiation and Negotiation-based assessment | 第24-27页 |
| Chapter 4 Empirical Study | 第27-33页 |
| ·Objectives of the Study | 第27页 |
| ·Study Method | 第27-33页 |
| ·Research Questions | 第27-28页 |
| ·Subjects | 第28页 |
| ·Instruments | 第28-29页 |
| ·Design and Procedures of the Study | 第29-33页 |
| Chapter 5 Data Collection and Analysis | 第33-44页 |
| ·Can the negotiation-based assessment improve Chinese EFL students' ability to evaluate writing? | 第33-34页 |
| ·Can the negotiation-based assessment contribute to produce the English writing of better quality? | 第34-37页 |
| ·Can the negotiation-based assessment make a positive influence upon the Chinese EFL students' attitude to writing assessment? | 第37-44页 |
| ·Results of the Close-ended Questions:Quantitative Analysis | 第38-41页 |
| ·Results of the Open-ended Questions:Qualitative Analysis | 第41-44页 |
| Chapter 6 Conclusion | 第44-48页 |
| ·Major Findings | 第44-45页 |
| ·Pedagogical implications | 第45-46页 |
| ·Limitations of the research | 第46-47页 |
| ·Suggestions for Further Research | 第47-48页 |
| Bibliography | 第48-53页 |
| Appendix 1:Questionnaire Ⅰ | 第53-54页 |
| Appendix 2:Questionnaire Ⅱ | 第54-55页 |
| Appendix 3:Holistic Scoring Scale | 第55-57页 |
| Appendix 4:Coding Scheme for Students' Writing Comments | 第57-59页 |
| Acknowledgements | 第59页 |
