1.

2.
3.

IEA International Study of Educational Achievement 1988

20 1
1 2 2

1=
2=
3=
4=
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.

14.
15.
16.
17.
18.
19.
20.

Spaan199398

1. Heaton
Heaton2000135 5
1)
2)
3)
4)
5)

1)
2)
3)
4)
5)

Language use: the ability to write correct and appropriate sentences;

Mechanical skills: the ability to use correctly those conventions peculiar to the written
languagee.g. punctuation, spelling;
Treatment of content: the ability to think creatively and develop thoughts, excluding all
irrelevant information;
Stylistic skills: the ability to manipulate sentences and paragraphs, and use language
effectively;
Judgment skills: the ability to write in an appropriate manner for a particular purpose with a
particular audience in mind, together with an ability to select, organize and order relevant
information.

2005366-367

Heaton

A successful candidate will have passed an examination designed to test ability to

produce a selection of the following types of writing:
- Basic Level: Letter; Postcard; Diary entry; Forms
- Intermediate Level: As Basic Level, plus Guide; Set of instructions
- Advanced Level: As Intermediate Level, plus Newspaper report; Notes
The candidates performance will have met the following minimum criteria:
- Basic Level: No confusing errors of grammar or vocabulary; a piece of writing legible and
readily intelligible; able to produce simple unsophisticated sentences.
- Intermediate Level: Accurate grammar, vocabulary and spelling, though possibly with some

mistakes which do not destroy communication; handwriting generally legible; expression clear
and appropriate, using a fair range of language; able to link themes and points coherently.
- Advanced Level: Extremely high standards of grammar, vocabulary and spelling; easily legible
handwriting; no obvious limitations on range of language candidate is able to use accurately and
appropriately; ability to produce organized, coherent writing, displaying considerable
sophistication.
Heaton 2000: 136

2002179
2. Bachman
Bachman 1990 81-109
90
Bachman
the divisibility hypothesis
1language competence

/
-

2strategic competence
3psycho-physiological mechanisms

Bachman Palmer1996

Language knowledge
Grammatical knowledge
Knowledge of vocabulary
Knowledge of morphology and syntax
Knowledge of Phonology
Textual knowledge
Knowledge of cohesion
Knowledge of rhetorical or conversational organization
Functional knowledge
Knowledge of ideational functions
Knowledge of manipulative functions
Knowledge of heuristic functions
Knowledge of imaginative functions
Sociolinguistic knowledge

 Knowledge of dialects/varieties
Knowledge of registers
Knowledge of idiomatic expressions
Knowledge of cultural references

Bachman

open the window

20025-6

20029
DouglasDouglas 200035
Strategic competence
Assessment
Evaluating communicative situation or test task and engaging an appropriate discourse
domain
Evaluating the correctness or appropriateness of the response
Goal setting
Deciding howand whetherto respond to the communicative situation
Planning
Deciding what elements of language knowledge and background knowledge are required to
reach the established goal

Control of execution
Retrieving and organizing the appropriate elements of language knowledge to carry out the
plan
Bachman

20029

1.

120 -150
2.

150 -180
3.

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Error: Reference source not found
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AB
A 100

B 160-200

4. TOEFLTest of English as a Foreign Language

180
2006 9
50
Integrated Writing
3
20 150-225

Independent Writing
300 30

5.
60 Task1 and Task2
General TrainingAcademic
Task1 20 150 G

Task2 40 250 A G Task2

6. GMAT GMAT
Analysis of IssueAnalysis of Argument
30

7. GRE GRE Issue Argument

Issue
a. Issue

b.

c. Issue

d.
Argument
a.
b.

c.
d.
8. 2007 11 25

TOEIC ETS
ETS ETS 3
1-5 0-3 6-7 0-4
8 0-5 0-200

60
8

1-5

1.

0-3

2.


6-7

10 /

1.

0-4

2.
3.
8

30

1.

0-5

2.
3.
0-200

9. CEF

C2

C1

B2

B1

A2

A1

 2005367

Tsocrates
Cicero Quintilian

2005

80
2006
1.

writing

Kaplan1996

Product Approach

2006

1familiarization

2 controlled writing

3guided writing


4free writing

1993 2000
2.
Process Approach

20 60

National Writing Projects

Rodrigues1985
80

60

2000

3.

genre
1

2000
20 80

3
2000

Weigle Assessing Writing

1.

Vygotsky 1978
Zone of Proximal Development

Summative Assessment
( 2007)
Formative Assessment

2.

1
2
3)
4)
5)
6)

3.

(Catherine Haines 2004)


34

(teacher- centered)

(learner- centered)

(peer review)

5 12
3 4
5

1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
3
1
2
3

1.

2.
20 30

3. Horizontal comparison and contrast Itemized comparison and

contrast

Paintings and photographs have something in common. But, there are also some differences
between them.
Paintings and photographs are visual art forms. They both can capture a specific moment for
all time. A painting reflects the skill and talent of a painter, likewise the quality of a photograph
can represent the skill and talent of a photographer.
Photographs are created by using film, a camera, and special paper. In contrast, paintings are
created with paint, brushes, and canvas. Photographs, like paintings, are often framed and
displayed on walls in homes and galleries. Both can vary in size. However, photographs are
usually small enough to be kept in albums where they document family events.
In conclusion, although paintings and photographs are similar in some ways, there are also
some differences between them.

paintingsphotographs paintings
photographs paintings
photographs
Vertical comparison and contrast Block comparison and
contrast
A B
A


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