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nbsp;have always  embarked  on  the  researches  on  English  way.  The  pedagogy  seems  to  be  little  effective  as  we expected, which raises a common phenomenon: Most students have high scores and they have low ability to make it into practice, because the teaching practices at every level are circled by a variety of exams in many  forms.  Exam  syllabus  distort  teaching  syllabus  partially  because  it  is  a  discrepancy  between  the  pedagogical practice and educational idea (Zheng, 2004). On  the  account  of  the  problem  above,  Wang  Chuming,  a  famous  Professor.  (2000)  in  Guangdong University  of  Foreign  Studies  suggested  writing  long  compositions  can  enhance  the  students‘  English learning  skills.  We  called  this  approach  as  the  Length-Approach  because  we  should  write  many compositions as long as possible. This is a brand-new approach to English language teaching. In a broad sense,  there  is  no  doubt  that  it  is  a  reform  on  English  language  teaching  education  in  China. Length-Approach has been proved to be feasible in the pedagogical practice and received positive appraisal from such authoritative scholars as Gui Shichun (2004), He Ziran (2004) and Qian Lianguan (2004). Qin Xiubai (2004) who makes comments on Length-Approach which are based on a set of principles for ELT universally accepted in English education circle in China.  Considering the Hu Zhuanglin (2001), ―When learners set up language in order to express, what they do is that they do not reproduce what they have learned. Rather they are processing and constructing things (p. 372). For example, they process syntax read or heard and construct syntax that can be used to express what they wish to convey. When they are producing the language, learners would speak or write according to certain hypothesis they held. In this process, language learners learn to how to carry out their hypotheses about the language use, learners are actually. 
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Chapter 3 Theoretical Framework of the Research .......... 14 
3.1. Definition ......... 14 
3.1.1 Writing ........... 14 
3.1.2 Writing-to-learn ..... 15
3.2 Swain‘s Output Hypothesis....... 16 
3.3 Summary ........... 21 
Chapter4 Methodology of the Research ..... 22 
4.1 Research Questions ........... 22 
4.2 Subjects ..... 22 
4.3 Instruments ........ 22 
4.3.1 Pre-test ........... 22
4.3.2 Post-test .......... 23 
4.4 The Procedure of the Research ......... 23 
Chapter 5 Data Analysis and Discussion .... 29 
5.1Data Analysis of The Pre-test .... 29 
5.1.1The Analysis of the Total Scores of the Pre-test .... 29 
5.1.2The Analysis of the Writing Scores of the Pre-test ........ 30
5.2Data Analysis of The Post-test ........... 30 

Chapter 5 Data Analysis and Discussion 

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