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 author  conducted pre-questionnaire  and  post-questionnaire  and  then  analyzed  the  results  of  them.  When answering  the  questionnaire,  the  subjects  are  required  to  answer  and  choose  carefully according to their own situation and true feelings to ensure the effectiveness. The followings are the results of analysis.  The table shows that students’ attitudes and motivation to English writing does change a lot, which proves that the process writing approach has positive effect on English writing. For item 1, 34% students like writing English compositions before the experiment, and about 69% of them like writing after the experiment. For item 2, 68% feel nervous before writing before the  experiment,  while  the  percentage  decreases  to  23%  after  the  experiment.  About  item  3, 27% of the students think English writing is interesting rather than a burden, and it increases to 45% after adopting the process writing approach. For item 4, only 30% of the students have confidence  in  writing;  while  57%  are  confident  in  writing  after  the  experiment.  For  item  5, only  31%  of  students  are  willing  to  finish  the  English  writing  carefully;  while  after  the experiment  it  increases  to  63%.  For  item  6,  29%  of  the  students  can  express  themselves  in English, and it reaches 46% through process writing approach. As for item 7, 49% of all the students agree that the writing is just to finish the task, rather than from their interests; while it decreases  to  about  24%  after  the  experiment.  For  the  item  8,  more  than  60%  of  students thought English writing is difficult, and it becomes 29% through the experiment. 
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Conclusion 

In this chapter, a conclusion is drawn from the previous data analysis and discussion. The major  findings,  contributions,  limitations  of  the  experiment  and  further  directions  will  be presented respectively in the following sections. Through  the  experiment  which  lasted  about  four  months,  some  meaningful  discoveries have been found.       Firstly,  compared  with  product  writing  approach,  process  writing  approach  can  further improve students’ interest in writing, especially in pre-writing stage. Adopting process writing approach,  writing  is  no  longer  to  complete  the  tasks  assigned  by  the  teacher,  but  to  create writing  works  according  to  the  topics  or  writing  materials  and  to  participate  in  the  writing activity  actively.  The  questionnaires  results  show  that  the  students  in  experimental  class  are more  c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。