Genre-based Evaluation Criteria For IB-CET Summary Writing

With the implement of Internet-based College English Test 6 (IB-CET 6) in 2009 and the expansion of its coverage, summary writing as one test item in IB-CET 6 has caused the college English teachers and students'attention. In English test, summary writing is a device to test the students'literacy; in college English pedagogy, summary writing is a method to improve the students'reading and writing ability. At present, due to the lack of the research on college English summary writing, the evaluation criteria for college English summary writing are few. The result is that parts of the college English teachers give up making use of summary writing in their assessing and teaching for lack of guidance, the students do not wish to do summary writing in their exercises for without the reference. This thesis takes IB-CET for chance and IB-CET summary writing types as research basis, attempting to explore the genre-based evaluation criteria for IB-CET summary writing, trying to provide the college English teacher for a reference in pedagogy and assessment of summary writing, and provide a basis for the undergraduate students in their summary writing.In the research process, this thesis persists to be guided by the methodological of integrating theory with practice and combining qualitative and quantitative research, utilizes theoretical research, case exploration, statistical analysis and actual measurement. After the literature review relevant to summary writing, the study of genre and test theories, this thesis investigates the generic features of summary writing in college English books by using modern applied linguistics and statistical methodologies such as corpus and SPSS etc., and makes a conclusion on the generic features of summary writing in different genres. Under the guidance of theory and material research result, this thesis develops the genre-based evaluation criteria for IB-CET summary writing, examines the reliability and validity through actual assessment, and continuously adjusts the evaluation criteria so as to reach a scientific and accurate level according to the actual assessment.The genre-based evaluation criteria for IB-CET summary writing breaks the traditional evaluation patterns which focus on the assessment of students'language ability and neglect students'communicative ability. The significance of this thesis are: first, this thesis defines the ability (literacy and communicative ability) assessed in IB-CET summary writing, connects this abstract ability with concrete generic features shown in the test papers, and proposes to use the generic ability (the concrete form is generic features) to measure the literacy and communicative ability; secondly, the use of corpus and SPSS in analysis makes the research result more scientific; besides, the evaluation criteria for IB-CET summary writing is an innovative attempt no matter in research methodology or research content; finally, the results of this study have great meaning in college language teaching and learning. Although there are certain deficient in this thesis, it still builds a solid foundation for the future research and improvement of genre-based evaluation criteria for IB-CET summary writing.