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 to  grasp  the  following  basic  writing  skills: activating  the  related  information,  arranging  thoughts,  organizing  writing  materials,  outlining,  drafting, language  organizing,  revising,  and  using  the  punctuation  mark  and  alphabetic  case  correctly.  It  also recommends some teaching activities in the writing process: 
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Chapter Three The Research Design ...... 17
3.1 Research Questions .... 17 
3.2 Research Subjects ....... 17 
3.3 Research Instruments and Procedures ......... 17 
3.4 The Design of a Complete Teaching Sample ......... 20 
Chapter Four Research Results and Discussion .......... 25 
4.1 Analysis of the Questionnaires. ........ 25 
4.2 Analysis of the Classroom Observation ...... 30 
4.3 Analysis of the Interview ....... 31 
4.4 Analysis of the Tests .............. 32 
Chapter Five Conclusion .............. 35 
5.1 Major Findings ........... 35 
5.2 Pedagogical Implication and Suggestions of This Research ........ 37 
5.3 The Limitation of This Research ...... 38 

Chapter Four Research Results and Discussion

4.1 Analysis of the Questionnaires. 

The  pre-questionnaire  (see  AppendixⅠ)  was  designed  to  explore  the  current  situation  of  students’ writing,  which  was  carried  out  at  the  end  of  September,  2015,  while  the  post-questionnaire  (see AppendixⅡ), designed to find out the changes of students’ writing after the experiment, was conducted in late January,2016.  The  author  designed  the  pre-questionnaire  from  the  following  aspects:  students’  attitudes  towards English writing(see Items 1, 2, 3, 4,), the current situation of writing instruction (see Items 5, 6, 7, 8, 9, 10, 11, 12), and the real situation of students’ writing(see Items 13, 14, 15, 16, 17, 18, 19, 20).  As is indicated in this table, in Item1，over 73% students consider English writing important in today’ s  international  communication. But  more  than  60%  students  deem  English  writing  changeling to  them,  in addition  to  25%  keep  neutral  in  their  attitudes  (see  Item2).  So  it  is  urgent  for  the  teacher  to  take  some measures to help them out.  For Item3, as to whether they can gain some pleasure from the daily writing tasks, only about 26% of the  students  give  positive  answers.  Explicitly,  the  writing  tasks  designs  by  their  former  teacher  couldn’t accommodate to their interests and needs (as revealed in Item4, 56% students are of the opinion that their writing  tasks  are  not  that  closely  connected  to  their  life.),  which  may  be  part  of  the  reason  why  they couldn’t writ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。