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1.2 Purpose and Significance of the Research
Despite a variety of studies on English writing by English majors and non-Englishmajors respectively, little research on the comparative study between the two isconducted. In the present study, an overall picture of English writings of Englishmajors and non-English majors is presented. In details, this study is addressed bycomparing the writing proficiency and writing features illustrated in English writingsamples written by Chinese English majors and non-English majors, in theexpectation that some variables contributing to writing proficiency could be detectedand a light would be shed on the effectiveness of college English writing and theenhancement of college students’ writing proficiency. Therefore, the study tends tocope with the following questions:1. What is the writing proficiency of Chinese English majors and non-EnglishMajors respectively?2. In terms of lexical complexity and syntactic complexity, do any differences existin writing of Chinese English majors and non-English majors?

Chapter Two Literature Review

2.1 ESL Writing Theories
Hyland (2002, 2003) summed up three schools of theoretical ESL writing researchas below: (1) text-oriented research ;( 2) reader-oriented research ;( 3) writer-orientedresearch.Text-oriented research takes the ESL writing text as the core of study to examinewhether the text output corresponds to the regular patterns of the target language inthe micro-level. Prior to 1970s in 20thcentury, ESL writing’s major concern was tostudy textual features, such as correct spelling, syntax, discourse features of L1writingand L2 writing. What typically represents text- oriented research is the product- basedpedagogy. The product-based pedagogy sees the text output as a product or a result,and attaches importance to correct language forms. By the study on the model writingand their own writing, learners could perceive the gap between the two. However,instructors tend to ignore cultivation of the learners’ thinking and sense of reading,which likely results in the resemblance in the text output.
Reader-oriented research renders that learners and instructors have a knowledge ofthe social conventions of the target discourse community. For instance, when anacknowledgement is addressed in the thesis, the researcher is required to take intoconsideration the reviewers’ acceptance and identification. Paltridge &Starfield, (2007)deem that the acknowledgement should embody the researcher’s modest attitude,self-identity within the researching group and the support derived from scholarsconcerned. Genre-based pedagogy and ESP are two main representatives, which viewthat learners construct the macro-understanding and the reader sense of the targetlanguage genre and that learners observe the universally-acknowledged writing ruleswithin target discourse community under guidance of instructors.

Chapter Three College English Curriculum ..........24-37
    3.1 English Curriculum Requirements .......... 24-26
    3.2 College English Curriculum Requirements..........26-28
    3.3 Lexicon and ESL Writing ..........28-34
        3.3.1. Lexical Complexity.......... 29-32
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