Chapter 3 Context validity and contextual features

In Chapter two，the literature of the writing construct was reviewed. We now know that writing is currently regarded as a communicative act，which happens under particular circumstances. For the test of writing，writing ability cannot be validly abstracted from the circumstances in which the act of writing takes place，as Weir and Shaw (2006: 11) strongly advocated，“cognitive processing in a writing test never occurs in a vacuum but is activated in response to the specific contextual parameters set out in the test task rubric”. Thus，“the specific contextual parameters set out in the test task rubric” should be figured out. But the problem is，what contextual features should be built into writing tasks，given that various factors are involved in the act of writing. In order to solve this problem，this chapter first examines the distinctive contextual features defining communication in general and real life writing in particular. The nature of context is explored from multiple perspectives: communication，linguistics，language teaching，and language testing.

Moreover, this chapter presents how context appears in writing research literature in order to illuminate the theoretical assumptions underlying the study of context. Then, context validity of writing tests is discussed with the aim of setting the scene for this study. Next, the empirical studies on the effects of contextual features on writers' performance will be investigated for a clearer understanding of contextual features and of their possible influences on writing performance. Finally, in addition to a review of the relevant literature, this chapter also analyzes contextual features in writing tasks selected from several well-known textbooks and writing tests, both at home and abroad, with the intent of probing into the practice of both teaching and testing of writing.