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2.1 The Current Situation of College English Writing
The aim of English teaching is to cultivate four basic linguistic skills, listening,speaking, reading, and writing, among which, writing coherent and fluent articles isgenerally considered to be the most difficult skill. From the perspective of language learning,the learning success lies neither in the large number of vocabulary, phrases and sentencepatterns, nor in the grammatical rules, but in their capacity of expressing appropriately andfluently. Nevertheless, by the analysis of the questionnaire, the writing performance of thenon-English majors is relatively weak, especially for those in the independent college. Theyhave a tendency to write short sentences with poor vocabulary in loose and disorderedstructure.There are a variety of reasons for this current situation. A major factor is that bothteachers and students attach less importance to writing. In the teaching process of collegeEnglish writing, there is no writing class for non-English majors, who mainly start doing thepractice in writing in the third semester, because CET4 is around the comer. In the first twosemesters, besides assigning one or two composition tasks, the main writing practice is theChinese-English translation. This kind of translation exercise reinforces the grammarknowledge, which is just the transition from syntax level to context level. With thelimitations of writing practice, their expressions are relatively short and simple.
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2.2 The Main Writing Approaches
With more attention being paid to the English writing teaching and learning, there werenumerous scholars, as we mentioned above，who were dedicated to doing a lot of study onhow to improve the teaching effect of writing, and proposed a series of writing teachingmethods at home and abroad in the past three or four decades. In this part, we willrespectively discuss the four main approaches in detail. Product approach originated from the mid 1960s, which is a linear activity. Studentsjust leam some linguistic knowledge and mostly do the grammatical exercises. As its namesays, the emphasis of product approach lies in the final product of students' writings, such asthe essays, the letters, and the stories. It is the score of the writing that is the only criterion ofevaluating the teaching effect and students' writing competence.
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Chapter Three Theoretical Framework.......... 14
3.1 The Theoretical Basis of Project-based Learning ..........14
3.2 Definition of Project-Based Learning ..........15
3.3 Process of Project-Based Learning............ 18
3.5 The Principles of the Implementation of Project-based..........  19
Chapter Four Methodology.......... 22
4.1 Research Questions.......... 22
4.2 Subjects ..........22
4.3 Instruments ..........23
4.3.1 Questionnaire.......... 24
4.3.2 Interview ..........  24
4.3.3 Pre-test and Post-test.......... 25
4.4 Experimental Procedures..........   26
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