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Chapter One Introduction

1.1 Background of the Study
As one of the five basic language skills, English writing is gaining more and moreattention in the course of College English teaching especially after the year 2001 whenChina entered into WTO successfully. English writing is also an absolutely necessary partin many exams because it is a reflection of the students' overall ability in College Englishlearning. Lado (1961) defined the writing in a foreign language as the ability to use thelanguage and its graphic representation productively in a common writing situation. Liu(1999) pointed out that it was the writing skill that showed the competence of a languagelearner.The writing ability is of great significance; however, people in China are used to judgea person's language ability according to priority of listening, speaking, reading and writing.Maybe in the early stage of foreign language learning, it is necessary to emphasize theimportance of listening and speaking, but with the in-depth study of the language, readingand writing, especially writing，should be the most important way to achieve flirtherimprovement in the learning of English. In some western countries, if an individual lacksof the writing ability, he can not escape the name of illiteracy. For example, the CollegeEnglish Dictionary published by Random House gives the definition of illiteracy as “theone who lacks the ability of reading and writing”.
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1.2 Objectives of the Study
The teaching of English writing is considered the most difficult and challenging partamong all the English courses because the students are always showing poor writingperformances and low interest. Therefore, how to improve the students’ writing ability isone of the major responsibilities of the teachers, which initiated the present study aiming atexploring the effectiveness of the Process Approach in the teaching of writing fornon-English majors in a second-ranked university.This study is aimed at finding whether the Process Approach is effective in improvingthe students，writing proficiency and trying to locate the concrete aspects of the students'improvement. Meanwhile, the students' attitudes and interests towards writing before andafter the experiment have also been considered. Last but not least, this study is stillintended to find if the students in the experimental group can do better than those in thecontrol group in writing.Another purpose of this study is to introduce the Process Approach and the peer-editinginto college English teaching and help the teachers to realize the importance of thisapproach. At the same time, this study is aimed at helping the students to enjoy the processof writing.
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Chapter Two Literature Review

2.1 Introduction to the Process Approach
The Process Approach, which is recently influenced by the communicative languageteaching ideology，is a very popular teaching method for writing course in the Westerneducational system and in China, This pedagogy regards the learning of writing as anintentional and meaningful learning activity and a gradual process，which should be linkedwith the life experience of the students and which should pay attention to the content of thewriting and the writing process instead of concerning the grammatical accuracy andwriting fluency.The Process approach is a model of multiple drafts writing which consi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。