@article{oai:dwcla.repo.nii.ac.jp:00000683,
 author = {LUCAS, Mark D. and CARTY, Paul and CHRISTMAS-NISHIBATA, Julia and SUSSER, Bernard},
 journal = {総合文化研究所紀要, Bulletin of the Institute for Interdisciplinary Studies of Culture Doshisha Women's College of Liberal Arts},
 month = {Mar},
 note = {application/pdf, AN10052143-20090331-23, Students in the Department of International Studies at Doshisha Women’s College are required to study overseas for one year at a college or university in an English-speaking country. For this reason, their first year is devoted to test preparation. Teaching such test preparation courses forces the instructors to face several issues related to "teaching to the test" such as effectiveness and the relationship to usual language teaching. These issues have been discussed in the literature to some extent but only a few studies address them in a specific context. This paper examines a course designed to prepare students for the independent writing task of the TOEFL iBT; it presents a detailed description of how the course is taught based on the reflections of four instructors, focusing on three issues related to teaching to the test: teaching writing as opposed to teaching to the prompt; the effect of the test rubric and the holistic scoring policy on teaching; and the use of textbooks. We conclude that teaching to the test is compatible with sound instructional practice., 論文 (Article)},
 pages = {23--32},
 title = {Issues in teaching to the writing test : preparing students for the TOEFL(R); iBT independent writing task},
 volume = {26},
 year = {2009}
}