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tion to the college English writing teaching are stillinsufficient in number and study content. There still remains a need to carry out the furtherresearches on college English writing.
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2. Literature Review

2.1 The Brief Introduction of the Scaffolding Theory
Scaffold was originally a term used in the field of construction, which offered supportand assistance in the building process of architecture. It can be removed when the main bodyof buildings has been finished. It is not the constituent part of buildings and just serves as atemporary and adjustable support for workers. Perhaps considering its functions in this field,scaffold started to be used in the educational field to refer to the effective guidance providedby peers, teachers or other more competent people.Wood, Burner and Ross were the first who used scaffolding in their article The Role ofTutoring in Problem Solving (1976). This term was taken as a metaphor to describe “aprocess that enables a child or novice to solve a problem, carry out a task or achieve a goalwhich would be beyond his unassisted efforts”. (Wood, Bruner, and Ross, 1976:90) Duringthe problem-solving process, scaffolding plays an important role to reduce the distancebetween children’s present level and the requested level.
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2.2 The Theoretical Foundations of Scaffolding Instruction
In the 1970s, the former Soviet psychologist Vygotsky’s theories had been introducedinto America where some American scholars drew the experience of his theories anddeveloped these theories. During this process, scaffolding instruction gradually came intobeing and it absorbed many other ideas, including the thoughts of Piaget and constructivismetc. So it can be said that the theoretical basis of scaffolding instruction is varied, but the mostimportant and direct source is still Vygotsky’s theories, especially the theory of Zone ofProximal Development.According to Vygotsky, in educational activities, teachers, who act as the delivers ofhuman knowledge and experience, cultivators of learners’ spirit and developers of students’intelligence, should get involved in children’s development (1978). When the newpsychological functions of children begin to develop, teachers should communicate andcooperate with children and with the development of children’s psychology; thesecooperative activities should be converted into children’s individual activities. When it comesto the relationship between teaching and development, Vygotsky introduced “Zone ofProximal Development”. Concerning students’ learning performance, it can be divided intotwo levels: one is the present level and the other is potential level (the level which can bereached with the help of more experienced people). The distance between these two levels isthe ZPD. Teachers should find an appropriate entry point when they try to get involved instudents’ study. ZPD provides teachers with ideal theoretical base for teachers can take theZone of Proximal Development as the entry point of teaching. That means that teaching andlearning activities can be carried out within ZPD. In the teaching activities, teachers providescaffolding for students within the ZPD to help them accomplish the tasks which they can’tcomplete independently. Children should try their best to come across the ZPD with theassistance of scaffolding.
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