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as one of the four basic skills of second language (L2)* learning, writing always occupies an important position in language teaching and testing. As is reviewed in Spolsky (1995), essay writing was one of the two test formats during the pre-scientific period of language testing, the other being translation. In the 1920s, a new type of tests—objective tests—made its debut in the United States. During this period, priority was given to objectivity. Test of English as a Foreign Language (TOEFL), for instance, adopted the form of error correction to test writing ability. In recent years, however, with Bachman’s (1990) advocacy for communicative competence and accordingly for communicative language testing, writing again becomes a vital part in various tests.
A survey of the internationally recognized proficiency tests lends support to the significance of writing to L2 learners. The TOEFL Internet-based test (TOEFL IBT), to be unleashed worldwide in 2006, features two writing tasks: one integrated and one independent.  The writing section accounts for 25% of the total score. International English Language Testing System (IELTS), also assigns two writing tasks: an analysis of a chart, or a table or others and a composition about an argument. Michigan  English Language Assessment Battery (MELAB), a test to measure proficiency in advanced-level language skills for admission to English-medium colleges and universities,  also has composition as one of its three-part test.
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The modern world requires both the ability to concentrate on one thing and the ability to attend to more than one thing at a time: “Ideally, each individual would cultivate a repertoire of styles of attention, appropriate to different situations, and would learn how to embed activities and types of attention one within another” (Bateson 1987: 97).
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Notes

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