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Chapter One Introduction 

1.1 Research Background  
Whether  it  is  the  traditional  way  or  technologically  advanced  e-mail,  writing  in  the  interaction  of modern society plays an extremely important role. According to English Curriculum Standards for Senior High  School  (Experimental),  the  overall  goal  is  to  help  students  further  clarify  their  learning  aim  on  the basis of the English learning in the compulsory education stage, to develop their autonomous learning and collaborative learning, to develop effective English learning strategies and to cultivate their comprehensive ability  of  language  application.  In  the  college  entrance  examination,  writing,  as  an  important  part  of  the examination,  comprehensively  checks  students’  language  skills  and  reflects  whether  students  can  flexibly use  what  they  have  learned  to  express  their  own  ideas  properly.  However,  as  one  of  the  basic  language skills, writing has easily been ignored by teachers and students.  Through  a  one-month  classroom  observation,  the  author  discovered  the  experienced  teachers  still employed  the  traditional  teaching  method-the  product  approach.  They  paid  more  attention  to  the  writing product,  over-emphasizing  the  vocabulary  and  grammar.  In  their  writing  class,  the  traditional mode—students  writing  alone,  teachers  marking  alone  made  the  teacher  consume  much  time  correcting, but in vain. As to feedback, teacher comments were ambiguous and similar to some extent, which could not provide detailed and constructive information for students to revise their writing. Therefore, students were not  interest  in  writing  and  their  writings  would  not  be  improved  significantly  even  if  the  teacher  had worked  diligently  for  several  months.  In  addition,  most  of  students  attached  less  importance  to  teacher feedback. Teacher’s delayed feedback was meaningless for students, because they have forgotten how they had organized their writing after several days’ reviewing, under which condition students just glanced at the comments and ignored them, let alone revising their writing. 
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1.2 Research Motivation and Significance 
Since  the  1970s,  when  the  process  approach  was  introduced  into  the  teaching  of  second  language writing,  evaluation  gradually  became  the  important  part  of  the  teaching  of  English  writing  in  senior  high schools.  The  process  approach 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。