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for the training. Since college freshmen are usually at low writing levelsand have little knowledge of learning strategies in writing, the systematic knowledgerelated to meta-cognitive strategies should be offered in detail and explicitly at thevery beginning of the training.
Second, meta-cognitive awareness should be improved so that students know howto use the strategies autonomously without instruction after training. The developmentof meta-cognitive awareness can be realized through effective training and sufficientwriting practice. The teacher should remind the students to use them in their writingpractice. With time passing by, the teacher should remind students less so as to makethem use the strategies independently and automatically.
Third, meta-cognitive strategy use should be supervised. Monitoring aims toexamine the efficiency of the writing practice and make necessary completion ofwriting goals. Under the action of monitoring, problems in the process of training willbe found out and the plan can be adjust as soon as possible accordingly.
Fourth, writing formats should be varied and writing topics should be original andclosely related to students' daily life so that students may be well-involved in writingpractice. If students take interest in writing and find writing can be made less difficultby applying meta-cognitive strategies, then a job is half-done for EFL teachers.

Bibliography
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