| Abstract | 第5-6页 |
| 摘要 | 第7-12页 |
| Chapter I Introduction | 第12-16页 |
| 1.1 Research background | 第12-13页 |
| 1.2 Significance of the research | 第13-14页 |
| 1.3 Overview of the thesis | 第14-16页 |
| Chapter II Literature Review | 第16-37页 |
| 2.1 Definition of key concepts | 第16-19页 |
| 2.1.1 Production-oriented approach | 第16页 |
| 2.1.2 Teacher-student collaborative assessment | 第16-17页 |
| 2.1.3 Personality type | 第17-18页 |
| 2.1.4 English writing competence | 第18-19页 |
| 2.2 Theoretical foundations of the research | 第19-28页 |
| 2.2.1 Theoretical development of TSCA | 第19-26页 |
| 2.2.2 Teaching procedures and requirement of TSCA | 第26-27页 |
| 2.2.3 Advantages of TSCA | 第27-28页 |
| 2.3 Studies on Assessment in EFL writing abroad and at home | 第28-35页 |
| 2.3.1 Studies on influence of assessment on EFL writing abroad | 第28-31页 |
| 2.3.2 Studies on influence of assessment on EFL writing at home | 第31-34页 |
| 2.3.3 Students’ attitudes to assessment | 第34-35页 |
| 2.4 Summary | 第35-37页 |
| Chapter III Methodology | 第37-42页 |
| 3.1 Research questions | 第37页 |
| 3.2 Subjects | 第37页 |
| 3.3 Instruments | 第37-39页 |
| 3.3.1 Questionnaire | 第37-38页 |
| 3.3.2 Writing test | 第38页 |
| 3.3.3 Interview | 第38-39页 |
| 3.4 Precudures of the research | 第39-40页 |
| 3.5 Data collection and analysis | 第40-42页 |
| Chapter IV Results and Discussion | 第42-53页 |
| 4.1 Development of students’ writing competence both in experimental group and control group | 第42-43页 |
| 4.2 Development of extroverted students’ writing competence based on TSCA | 第43-44页 |
| 4.3 Development of introverted students’ writing competence based on TSCA | 第44-45页 |
| 4.4 Students’ attitudes towards TSCA | 第45-48页 |
| 4.4.1 Students’ positive opinions on TSCA | 第46页 |
| 4.4.2 Students’ improvement of their writing competence after TSCA | 第46-47页 |
| 4.4.3 Students’ advice on TSCA | 第47-48页 |
| 4.4.4 Students’ reflection after TSCA | 第48页 |
| 4.5 Discussion | 第48-49页 |
| 4.6 Suggestions on optimizing TSCA in teaching English writing | 第49-53页 |
| 4.6.1 Enhancing teacher’s role in the entire course of TSCA | 第50-51页 |
| 4.6.2 Grouping according to students’ personality | 第51-52页 |
| 4.6.3 Setting up writing portfolio and designing a reflective table | 第52-53页 |
| Chapter V Conclusion | 第53-56页 |
| 5.1 Major findings | 第53-54页 |
| 5.2 Implications | 第54页 |
| 5.2.1 Theoretical implications | 第54页 |
| 5.2.2 Pedagogical implications | 第54页 |
| 5.3 Limitations | 第54-55页 |
| 5.4 Suggestions for further study | 第55-56页 |
| Bibliography | 第56-63页 |
| Appendix I 艾克森性格（内向外向）量表 | 第63-65页 |
| Appendix II Interview Outline | 第65-66页 |
| Appendix III Writing Tests | 第66-67页 |
| Appendix IV IELTS Criteria for Writing | 第67-69页 |
| Appendix V Reflective Table | 第69-70页 |
| Papers Published during MA Program | 第70-71页 |
| Acknowledgements | 第71-72页 |
