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d learning have been going and what can be done accordingly in future instruction. To sum up, the purpose of teaching writing in the EFL context is not only for students to reinforce and further develop their language ability and learn how to communicate by means of writing, but also for teachers and students to use as a good source of feedback information for the improvement of teaching and learning. 3.Requirements of EFL writing for Chinese students Just as knowing the purposes of EFL writing instruction at college is essential to the understanding of the importance of EFL writing evaluation, learning the present English writing requirements for college students in China is also critical to the improvement of writing instruction and practice. According to College English Curriculum Requirements (For Trial Implementation), which was put into effect in Chinese colleges and universities in June 2004, the writing requirements for undergraduate college English teaching are set at three levels: basic requirements, intermediate requirements and higher requirements. All non-English majors, according to their level of English upon entering college, are required to attain to one of the three levels of requirements after studying and practicing English at school. The writing parts of the requirements are quoted as follows: For basic requirements Students should be able to complete writing tasks for general purposes, e.g., describing personal experiences, impressions, feelings, or events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of 120 words on a general topic or an outline. The composition should be basically complete in content, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies. For intermediate requirements Students should be able to express personal views on general topics, compose English abstracts of theses in their specialization, and write short English papers on topics of their specialty. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of 160 words. The composition should be basically complete in content, appropriate in diction and coherent in discourse. For higher requirement: Students should be able to express their opinions freely on general topics with clear structure, rich content and good logic. They should be able to write brief reports and papers of their areas of specialty, and to write within 30 minutes expository or argumentative essays of 200 words on a given topic. The text has complete content, logical thinking, and clear expression of ideas. (College English Curriculum Requirements:26-30) These requirements should be taken into consideration in the design of any writing instruction process. 【References】 [1] China Ministry of Education (2004). College English Curriculum Requirements. Shanghai Foreign Language education Press. [2] Harmer, J. (2000). How to Teach English. Beijing Foreign Language Teaching and Research Press. [3] Neufeld, R. (1985) .A College English Writing Course: From Essay to Research Paper and Practical Writing. Henan University Press. [4] Yang, Huizhong & C. Weir. (1998). Validation Study of the National College English Test .Shanghai Foreign Language education Press.