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Part 1 Introduction

1.1 Background of the Study
Among these English writing is a subjectivity skill in writtenform, and it is a process of recreation on the basis of the language knowledgestudents have absorbed. Writing is a difficult part in the process of college Englishteaching for a long time. On the one hand, many teachers think writing is hard toteach, so they often teach very hard but the result is not ideal. On the other hand,most students feel writing is hard to implement and their writing competence is hardto improve though they have practiced again and again. All of these have gained theattention from many scholars home and abroad. Du Jinbang analyses through corpusand points out that the weakness of organizing the text is one of the errorperformances in students’ writings (Du Jinbang, 2001: 34). There exist these typicalproblems: less coherence of text, unclear arrangement and presentation, lessoutstanding subject, and lack of English textual cohesion and textual coherence, evenlack of the ability of text layout. That’s the drawback because we pay too muchattention to teaching words and sentences but neglect the textual comprehension andpractice. College English Test (CET) as a large-scale teaching test, its content, question typesand requirements must be prepared for the sampling and checking up of the languageknowledge’s different layers. At the same time, competence types covered should beconsidered. After the reformation of CET test, the writing part has been moved fromthe last part to the first part. The writing requirements of CET4 has been changedfrom original 100 words to 150 words, and the CET6 has been changed from 120words to 150 words. From the change we can find out that the improvement ofEnglish writing ability is becoming more and more important (Yu Cuiye, 2012: 52).From the analysis about the samples of CET4 and CET6 writings, we can find outwriting has occupied 15% of the whole test.
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1.2 Significance of the Study
The evaluating requirements of CET mentioned above requires that college students’English should research a specific level. In general, the teacher should evaluatewriting from the two aspects of content and language. Because content and languageare an entirety, writing should be relevant to the topic and expresses the author’sthinking adequately. The text must be coherent and cohesive. The author found outsome problems from daily teaching experience that the content of students’ writing isnot rich, the topic is not outstanding, and the language is not coherent. All of theseproblems exist in college students’ writings. The reason is that the students are lackof textual cohesion awareness. In the teaching of college English, a teacher shouldnot only be an instructor, but also an investigator and a participant. Teachers asorganizers and managers of the teaching process, their leading roles cannot beignored. Teaching action research is a method of resolving the problem ofdivorcement between teaching and research. It emphasizes that the teacher shouldtake part in research and be an investigator. Teachers should find problems duringtheir teaching and treat them as investigative subjects, and carry out reflectiveteaching methods in a formal or informal way. Teachers can find problems fromnon-English majors’ writing and make investigations into them, so that they can findou本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。