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e teaching process should give stimuliand responding. The teachers should focus on the sentence level, and in writing classes theyshould put sentence formation and grammar exercises first. Writing takes the forms of sentencepractices. The content is provided by the text book and by the teacher. Teachers give theirstudents sentence exercises, then students imitate grammatically. The teacher is more concernedwith grammar usage. The composition is composed of vocabulary items and sentence patterns.The man who believes product approach regards writing development as mainly the result ofimitation. This kind of imitation is of the form of texts which the teacher provided. It stressesimitation of paragraph or essay form (Raimes, 1991).Therefore; teachers only pay emphasis onthe accuracy of students' compositions. The author’s task is supposed to manipulate previouslylearned language structures.
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2.2 Process Approach
Process approach is originated in the late 1960s and in the early 1970s with theintroductions of the theory of communicative competence and functional theory. The processapproach comes as a reaction against the product approach. It is based on the recognition of thewriting process as cyclical, recursive or even disorderly process. It believes that writing is theprocess of initiative construction. It lays particular stress on a cycle of writing activities afterrecognizing the importance of students’ existing knowledge and experience in writing, thefocus shifts from the text to the author. It emphasizes learner-centered tasks in which studentsassume greater control over what they write, how they write it, and the evaluation of their ownwriting. It focuses the process instruction. (Ji Xiaohui, 2007)Students are asked to play roles in autonomy; it encourages cooperative learning betweenstudents and teachers, learning self-monitor process, stressing the student’s performance in theprocess of learning. The learners can write with the generation of ideas and the collection ofdata to the ‘publication' of a finished text.Consequently, teachers allow time for pre-writing activities, including brainstorming andbridging to students' background knowledge (i.e. schemata). Students are encouraged towrite multiple drafts, communicate with authentic audience, share feedback with peers, reviseand edit their writing, and then publish their writing. Content and student expression are viewedas more important than linguistic correctness.（Gu Kai, 2004）
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Chapter Three Theoretical Foundation.... 18
3.1 Second Language Acquisition Theory........ 18
3.2 Schema Theory and Cognitive Psychology...... 20
3.3 Constructivism ....... 22
3.4 Genre Analysis Theory....... 23
3.5 Learning Pyramid ......... 24
Chapter Four Empirical Research Design ..... 27
4.1 Objectives......... 27
4.2 Research Questions ...... 27
4.3 Subjects ...... 27
4.4 Procedures ........ 27
4.5 A Teaching Case ..... 32
Chapter Five Results and Discussion........ 36
5.1 Results and Data Analysis ........ 36
5.2 Pedagogical Implications ......... 53

Chapter Five Results and Discussion

5.1 Results and Data Analysis
In this part, we will collect research results and use SPSS 18.0 to make data analysis. Wewill use Independent-sample t-test to analyze the test scores to find out whether t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。