On the CET writing requirement

于春波

【Abstract】The current paper mainly focuses on the candidates capability requirements from the perspective of the CET writing testing. In order to improve the level of writing in CET， we are trying to enhance candidates ability to make comprehensive use of the language. The writing test has a direct and comprehensive feature known as the requirement that students should accurately， fluently， appropriately use English.

【Key words】school testing； CET； writing ability

English CET （College English Test） test mainly assesses students use of language ability， as well as assessing students in the use of words and grammatical structure. CET-scale examination of the relevant norm-referenced examinations （criterion-related norm-referenced test）， that is， the test is based on the syllabus. Writing test can accurately reflect students actual language learning degree for foreign language teaching has a very active role in the anti-allocated process. These tests have the following characteristics：

1. Directly testing language ability and the use of the language. Testers can get solid data about the test-takers. （Lee Xiao Ju， 1997）. Language Testing， in science， is called a direct test. The test is a direct communicative act.

2. Comprehensive language ability is defined as using language in various levels with operating capability. The expression is not confined within the limited range rather is to be containing versatile skills and contents.

3. Fluent ability. To use language fluently in English language refers to the ability of the smooth course of the extent in the use of efficiency （Li Xiaoju， 1997）. Now let us take the June 2004 CET4 essay topics as example. We will take a look at the specific ability to practice the three points above-mentioned：

Your role：a tour guide

Your audience：a group of foreign tourists.

Your introduction should include：some welcoming words， the schedule for the day a description of the place the tourists will be visiting （eg a scenic spot or a historical site， etc.） You should make the introduction interesting and the arrangements for the day clear to everybody.

A possible reference is as the follows：

Ladies and gentlemen. Good morning. Welcome to China. Welcome to Tianjin. Im your tourist guide， and Ill be responsible for your visit to this beautiful city.

Its really my honor to serve you all， and I hope youll have a wonderful day.Before we star our sightseeing， I think it necessary to make you have an idea of our schedule for the day. In the morning Ill show you around the Ancient Culture Street where you can buy the antiques of all kinds.

And at last well go to the Tanggu Harbor， which is the large stone in the Northeast of China where we can enjoy the sun-set on the sea. About the Ancient Culture Street， Id like to say something more. It is not a common street， which is said to have been built in Ming Dynasty. From then on， folk craftsmen worked and sold their crafts there. The most famous among them is the Mud Figure Zhang.

As the raters feedback indicates， the first paragraph is the greeting and self-presentation as the entry point for the article. The second and third paragraph is the full text around the focus. This model sequence for the second time on the “one-day Tianjin tour”， the three-Arrangements， each going with an arrangement of non-restrictive clause of the sentence.

Non-restrictive clause of the high utilization rate is used here， but students will not be able to use it automatically. It is necessary to carry out deliberate training. The third paragraph of the “ancient culture Street behaving” as a highlight， characterized by the great folk art corridor， and clay figurines as an example. This section is more difficult to write.

The first paragraph is of a cordial and decent introduction. The author in the second paragraph used a necessary sentence：“Before we start our sightseeing， I think it necessary to make you have an idea of our schedule for the day”， then again on the specific itinerary. The text and the chapter structure were strategically made compact and coherent. The skills adopted above have combined established the training format for college students.

References：

[1]Brundage，D.H.and MaeKeracher.Adult Learning Prineiples and Their Application to Program Planning[M].Ontario：Ontario Institute for Studies in Education，1980.

[2]FU Xiao Heng.From the language point of view of CET test of writing skills in real terms[J].Gannan division Journal.

[3]Lado，R.Linguistics across Culture[M].Ann Arbor：University of Michigan Press，1957.

[4]Li Xiao Ju.Language Testing science and testing[M]Changsha：Hunan Education Press，1997.

[5]Peters，J.M.，Jarvis，P.and Ass～iates.Adult Education[M].San Franisco：Jossey—Bass，1991.

[6]Zoushen，Yang Ming Ren.Concise Guide to English language test.