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has been working in the field of college Englishteaching for nearly ten years, the author is seeking to explore a practical and effectiveteaching model of college English writing under the guidance of a systematic theoreticalframework and scientific theory. It is worthy of noticing that one of the Chinese leadinglinguistics Wen Qiufang put forward "Output-driven Hypothesis”，which provided apowerful theoretical support and research perspective for the survey and exploration ofcollege English writing teaching. However, relative experimental research is urgent andnecessary for the development and improvement of this theory. Therefore, under thetheoretical framework of Krashen's "Comprehensible Input Hypothesis”，Swain's “OutputHypothesis", and Wen Qiufang's "Output-driven Hypothesis", the author set up the writingteaching model of "output-reflection -feedback-reoutput“, and did the relevant experiment totest the effectiveness of this teaching model.

1.2 Outline of the Thesis
The whole thesis is divided into six chapters. Chapter One is the introduction of relativebackground information about the current studies concerning college English writing, alongwith a general introduction of the background and description of the entire thesis. Whatfollowed the introduction chapter is the Literature Review Chapter. In the second chapter,studies around the topic of EFL teaching are reviewed and analyzed in two categories,respectively，studies at home and abroad. Chapter three is the chapter of the theoreticalframework of the study, and in this chapter, the Comprehensible Input Hypothesis, theOutput Hypothesis and the Output-driven Hypothesis are introduced and some key termsmentioned in this thesis are defined. In the methodology chapter, a conceptual framework isbuilt up by the researcher with a reference to the theoretical framework around the topic.Besides, details about the design of the experiment carried out in this study are listed in thischapter, including research questions and hypotheses, subjects, instruments, data-collection,and data-analysis. After the presentation of the experiment, chapter six discusses itsapplications to the practical pedagogical practices. Last but not for the least, the Conclusionchapter will cover all the contents of major findings of the research and the experiment.

Chapter Two Literature Review

In this section, the author illustrates studies concerning with the study and research ofEFL writing teaching at home and abroad.

2.1 Studies Abroad
The history of EFL teaching traces back to the beginning of modem times, there arevarious approaches popular for a certain period of times. However, actually each of theseapproaches has been existing till now. In this part, major approaches concerning EFL writingteaching will be reviewed.

2.1.1 Controlled Composition Approach
Controlled composition is also known as guided composition. It could be found to beoriginated from the oral approach of Charles Fries. It is a kind of the audio-lingual methodspread between 1950s and 1960s. According to the proponents (Pincas, 1962; Spencer, 1965)of this controlled composition method, it is believed that as long as language learnersdevelop a good habit by the practice of imitating，it is of greater possibility that they wouldgain the ability to produce a composition without errors that might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。