Abstract:  Integrative writing assessment tasks have become a new question type widely applied to large scale standard tests for different languages, thus calling for targeted research. The present study probes into the features of 94 CFL (Chinese as a foreign language) subjects′ compositions in three task types: impromptu writing, readingwriting integrative task, and readinglisteningwriting integrative task according to 13 indicators. The results showed that integrative writing helps activate highquality texts in terms of  accuracy rate of verbs, accuracy rate of adverbs, the ratio of sentences with correct word order, the number of  cohesive devices and their accuracy rate, the number of special sentence patterns and their accuracy rate, the number of  idiomatic  expressions and their accuracy rate and so on; Among the three types, readinglisteningwriting integrative task stimulates the best compositions according to the indicators on the whole; However, to those candidates who have a lower proficiency of Chinese, integrative writing tasks are highly complicated, thus calling for a prudent selection of reading and listening materials.

Key words: Integrative writing assessment tasks, CFL Chinese learners, distinctive linguistic features, readingwriting integrative task