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57
    5.1 Implications .........52-53
        5.1.1 Implications for Teachers .........52-53
        5.1.2 Implications for Students......... 53
    5.2 Suggestions......... 53-57
        5.2.1 Suggestions for Teachers......... 53-55
        5.2.2 Suggestions for Students......... 55-57
Chapter Six Conclusion .........57-59
    6.1 The Findings......... 57-58
    6.2 The Limitations......... 58
6.3 Summary......... 58-59

Conclusion

There are some limitations in this research.
Firstly, in this research, the subjects' writing proficiency can not reflect all thewriting level of all the English and non-English students. In this research, eightycompositions are selected. They can mere represent the writing level of a number ofstudents, although the compositions are collected randomly. Meanwhile, all the subjectsare from the same university, they may do worse than students from some famousuniversities and do better than those from other universities. Therefore, the findings in theresearch are not reliable in some way.
Secondly, a composition of about 200 words can not fully reveal the students'writing ability. Some students may do better when writing articles based on the giventopics, while some others may do poorly on such topics. The writings can not well reflectwhat they have mastered and what they have not.
Thirdly, for classification and description the errors, there is no universally acceptedstandard. Different researchers may evaluate errors from different aspects. In this research,although the author have made great efforts and invited two foreign teachers to mark andclassify the errors, the author can not make sure every error is properly identified.Therefore, it is inevitable that some of the analysis will fall into subjectivity.
For future researchers, they could gather more writing samples from differentuniversities at different levels, which will help draw a more objective conclusion. Inaddition, subjects' writing at different language learning stages and on different topics canalso help to make the research result more objective.

References
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3C. (1974). The Gooficon: a repair manual for English Rowley,Mass: Newbury House, 73-76.
4Cairney, T. (1992). Mountain or molehill: the genre debate viewed from 'down under \Reading, 26.
5Chan, A.Y. W. (2004). although "'but; because ^^so: why can't they be used together?Modern English Teacher, 13， 24-25.
6Chan, A.Y. W. (2010). Toward a taxonomy of written errors: investigation into the writtenerrors of Hong Kong Cantonese ESL learners. TESOL Quarterly.
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8Corder, S. P. (1967). The significance of learners' errors. International Review of Applied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。