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　　1.1 The background of the research研究背景
　　有三个目标写在大学英语课程教学要求“（2007年），大学生应满足的基本要求以书面形式，这是”学生应能完成写作任务一般用途，例如，描述个人的经验，印象，感受，或一些事件，并采取切实可行的写作。There are three objectives of writing in College English Curriculum Requirements (2007).College students should meet the basic demand in writing, which is “Students should be able tocomplete writing tasks for general purposes, eg., describing personal experience, impressions,feelings, or some events and to undertake practical writing. They should be able to write within30 minutes a short composition of no less than 120 words on a general topic, or an outline. Thecomposition should be basically complete in content, clear in main idea, appropriate in dictionand coherent in discourse. Students are expected to be able to have a command of basic writingstrategies”. However, College English writing has always been a difficulty, since students feelthat there is nothing meaningful to write about, and teachers think they have nothing to teach.Although students have been studying for years and also have written many essays, yet there isstill little progress (戴炜栋, 2001;周燕, 2010). Teachers’ corrections mainly focuses on writingformat, such as spelling , grammar, and other details, and they put more emphases on languageaccuracy, and the results of students' writing instead of the overall training of the writingprocess.https://www.51lunwen.org/guidelines/ This writing process is almost like mechanic imitation, so the result is that studentsstill do not know how to write after some time of training, and students’ creativity issuppressed, making many students eventually lose interest and confidence in it, and some evenavoid writing（滕春红, 1993:65）. Ding (丁往道，1997) points out English writing is able to betaught and learned. The key is that teachers and students are confident in it and make greatefforts. Wang （王初明，et.al，2000) also thinks writing is helpful to improve English learning.However, writing process is rather complicated, social as well as cognitive factors are involvedin. As a result, writing is the most difficult of the four skills in English learning. Kroll (1990)puts it that it is not easy to be a successful writer and takes a long time.In 1960s the researches for foreign language writing began. At the budding, researchersare interested in the text features of second language writing, which refers to structure,framework and the difference between ESL (English as a second language) writing and EFL(English as a foreign language) writing. At this time, Process Approach comes into being. It isproposed by Professor Wallace Douglas (1970s) from America Northwest University. Hepoints out writing is a process (Judy,1981:16). This new method is based on the communicativetheory. Students should learn to write through writing, during which repeated revision andstudents’ writing wishes are emphasized. The emphasis should be placed on a series ofactivities such as making a writing plan, making draft and revising and so on. As the researchgoes, the 1970s witnesses the sprouting of psycholinguistics. From then on, the study of ESLwriting and EFL writing has been increasing, shifting from the product approach to processapproach (Matsuda, 2003). In the eighties of twenty century, there are a group of scholars whorespectively and suc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。