CHAPTER ONE INTRODUCTION

ESL learners’integrated writing ability has been increasingly considered important for academic purposes based on the assumption that writing should be associated with what learners are supposed to do in academic learning contexts in the sense that they are often expected to comprehend，evaluate，and analyze source texts for the purpose of both generating and synthesizing ideas into written products（Cumming 2013；Weigle et al.2013；Cumming&Silva 2008）.For academic purposes，thus，the writing ability construct should comprise the ability not only to generate coherent written products as measured by the conventional writing-only task type but also to compose texts that are purposefully and appropriately relevant to ideas and information from academic sources（Plakans 2009；Cumming 2013）；however，there is scant empirical evidence about how learners use a repertoire of strategies while performing those tasks.Findings from research on this task type can not only provide evidence that helps understand the extent to which subjects’strategy use interacts with their reading-to-write test performance but offer insights into ESL/EFL writing instruction.With these aims in mind，this research attempts to investigate subjects’strategy use in completing an integrated reading-to-write task and to what extent their deployment of strategies differs across scoring levels.