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omparing  to  the  specific  influence  to  the measurement  of  students'  writing  level  under  the  guidance  of  the  anchored instruction  model  and  the  traditional  writing  teaching  model,  including  five  basic elements: content, words, grammar, coherence and discourse structure. The purpose of the post-test is to explore to whether the anchored instruction is feasible to guide the English writing teaching.

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Conclusion

The result shows that a positive correlation between anchored instruction model and  English  writing  sores.  Comparing  with  the  traditional  teaching  method, anchored instruction model has a positive influence on the improvement of students’ writing habits. And as well it has a positive effect on students’ writing attitudes. And it  can  overcome  the  students’  psychological  obstacles  of  writing  and  facilitate students’  writing  psychological  conversion.  Moreover,  enhancement  of  writing ability  mainly  reflects  in  four  aspects:  vocabularies,  coherence  and  cohesion, sentence  patterns  and  writing  conception.  First,  the  amount  of  their  vocabulary  has enlarged. And second students consciously lay the emphasis on the text structure in terms of cohesion and coherence which are the important indicators of good writing. Third, students are able to utilize more complicated sentence patterns that can prove that the students’ writing proficiency has improved in a real sense. Lastly, students get  rid  of  traditional  writing  patterns  and  writing  the  essays  and  compositions  in  a new conception. 
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The reference (omitted)
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