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p;mainly  concerned  with  knowledge  about  the  structure  of  language,  and writing development as the result of the imitation of input, in the form of text provided by the teacher”(Badger  and  White,  2000:  134-203).  Although  the  product-based  approach  can  help students  to  grasp  some  useful  standard  writing  models,  it  has  some  limitations.  Firstly,  the product-based  approach  emphasizes  the  final  results  rather  than  the  writing  process.  The writing class is teacher-centered, the teacher and the students have no interaction. It neglects students’  principal  role  in  English  writing  learning.  Secondly,  it  neglects  the  training  of writing  skills  in  the  writing  process.  Thirdly,  it  overemphasizes  the  linguistic  knowledge rather than the textual knowledge.  
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2.2 Previous Research on Schema Theory to English Writing Teaching 
Much  research  has  been  done  to  study  whether  the  schema  theory  can  be  applied  to English  writing  teaching.  With  the  deeper  study  of  the  schema,  researchers  have  found  that the schema-based approach has shed new light on English writing teaching.   The  term  “schema”  was  originally  put forward  by  Kant.  Bartlett introduced the schema into the field of the psychology. Bartlett has mentioned that “The schema refers to an active mechanism  of  previous  experience,  response,  etc.”  However,  he  did  not  state  the  actual function of various schemata (Bartlett, 1932: 201-245). Anderson  and  Malely  J.  R  have  mentioned  that  “The  stored  information  in  people’s long-term  memory  is  equivalently  a  large  information  library  around  a  common  title  or  a topic”(Anderson and Malely J. R, 1988: 69-86). Carrel  (1983)  has  made  a  research  to  test  whether  the  schema  theory  has  an  effect  on adults’  foreign  language  learning,  and  the  research  results  suggest  that  the  schema  theory exactly plays a positive role in adults’ foreign language learning. Hudson  (1999)  has  conducted  a  survey  to  investigate  the  relationship  between  the background  knowledge  and  foreign  language  proficiency.  The  results  show  that  the background knowledge is of great value in improving students’ foreign language proficiency. 
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Chapter Three   Theoretical Framework ...... 15 
3.1 The Definition of the Schema ..... 15 
3.2 Three Types of Writing Schemata ......... 16 
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