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CHAPTER 1 Composition in the Context of Chinese as a Foreign Language
1£®1 Increased Need for Composition in Chinese as a Foreign Language Program
1£®2 Composition£º Definition and Assumptions
1£®2£®1 Composition Is a Social Activity Rather Than a Solitary Act
1£®2£®2 Composition Is Based on a Shared Common Ground
1£®2£®3 Composition Is a Process of Negotiating Meaning
1£®2£®4 Toward a Pedagogical Model of Composition
1£®3 Development of Composition Theories
1£®3£®1 Composition as a Product
1£®3£®2 Composition as a Process
1£®3£®3 Composition as a Social-interactive Practice
1£®4 Theories of Composition in the Chinese L2 Context
1£®4£®1 Chinese Composition£¬ Characters£¬ and Shumianyu
1£®4£®2 Research in Chinese L2 Composition Instruction
1£®5 Outline of the Book

CHAPTER 2 Cultural Aspects of Persuasive Composition
2£®1 Composition as a Cultural Artifact
2£®2 A Culture-based View of Persuasive Composition
2£®2£®1 The Role of Persuasive Composition in American Culture
2£®2£®2 The Perception of Evidence in American Culture
2£®2£®3 The Role of Persuasive Composition in Chinese Culture
2£®2£®4 The Perception of Evidence in Chinese Culture
2£®3 Persuasive Composition in a Cross-cultural Context

CHAPTER 3 American Students' Interpretation of Chinese Evidence
3£®1 Literature Review
3£®1£®1 From Contrastive to Intercultural Rhetoric
3£®1£®2 Chinese-English Contrastive Rhetoric
3£®2 Research Questions
3£®3 Research Method
3£®3£®1 Reasons for Utilizing the Qualitative Research Method
3£®3£®2 Trustworthiness of the Study
3£®3£®3 The Setting
3£®3£®4 The Participants
3£®3£®5 Data Sources
3£®3£®6 Data Analysis
3£®4 American Students' Perceptions of Evidence in Chinese Persuasive Composition
3£®4£®1 Evidence in the Textbook
3£®4£®2 Evidence Introduced in Class
3£®4£®3 Students' Understanding of the Concept of Evidence
3£®4£®4 Students' Perceptions of Using Well-known Stories as Evidence
3£®4£®5 Students' Perceptions of Using Famous Sayings as Evidence
3£®4£®6 Students' Accounts of Legitimate Evidence
3£®4£®7 Students' Accounts of L1 versus L2 Education
3£®4£®8 Summary
3£®5 American Students' Use of Evidence in Chinese Persuasive Compositions
3£®6 Conclusions
3£®6£®1 Revisiting the Concept of Evidence
3£®6£®2 Culturally Constructed "Truth
3£®6£®3 Bridging Cultural Differences in Pedagogical Experience

CHAPTER 4 CFL Writers' Composition Performance in China
4£®1 Culture£¬ Performance£¬ and Curriculum Design
4£®2 Literature Review
4£®3 Purpose of the Study
4£®4 Research Method
4£®4£®1 Explanation of the Survey Research Method
4£®4£®2 The Survey
4£®4£®3 The Participants
4£®5 Results
4£®5£®1 Biographical Data
4£®5£®2 Chinese L2 Learners' Composition in Their Everyday Lives
4£®5£®3 Chinese L2 Students' Composition Performances in the Workplace
4£®5£®4 Chinese L2 Learners' Composition Performances in Academic Contexts
4£®6 Discussions
4£®6£®1 Discourse Community£¬ Domain£¬ and Genre
4£®6£®2 Levels of Generic Conceptualizations
4£®7 Pedagogical Implications
4£®7£®1 Level One£º Daily Task Composition
4£®7£®2 Level Two£º Informal Correspondence
4£®7£®3 Level Three£º Compositions with Formal Elements
4£®7£®4 Level Four£º Acquisition Model of Instruction Gradually Introduced
4£®7£®5 Level Five£º Domain-specific Compositions

CHAPTER 5 Toward a Performed Culture Instruction in Chinese L2 Composition
5£®1 Framework for Developing a Chinese L2 Composition Curriculum
5£®1£®1 Cultural Studies
5£®1£®2 Ethnographic Studies
5£®1£®3 Studies of Genre Analysis
5£®1£®4 Linguistic Studies
5£®1£®5 Psychological Studies
5£®1£®6 Educational Studies
5£®2 Persuasive Composition in Chinese L2 Curriculum
5£®3 Organizing a Curriculum for Performed Culture Composition
5£®3£®1 The Performed Culture Approach Meets Students' Needs in Target Contexts
5£®3£®2 Goals and Objectives of a Performed Culture Composition Curriculum
5£®3£®3 Sequencing the Performances in a Performed Culture Composition Curriculum
5£®3£®4 Selecting Model Compositions in a Performed Culture Composition Curriculum
5£®4 Implementing a Performed Culture Approach in Chinese L2 Composition Courses
5£®4£®1 The Role of the Learning Cycle in a Performed Culture Composition Class
5£®4£®2 Modeling the Context
5£®4£®3 Deconstructing the Model Composition
5£®4£®4 Scaffolding Activities
5£®4£®5 Constructing Chinese L2 Compositions
5£®5 Conclusion and Future Research

BIBLIOGRAPHY
APPENDIX A Interview Questions to Chinese L2 Students
APPENDIX B Interview Questions to the Course Instructor
APPENDIX C Survey Questionnaire of Chinese L2 Learners' Composition Performances
APPENDIX D Results of the Web-based Survey of Chinese L2 Learners' Composition Performances
INDEX