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 English  and  written  English  through  classroom  discussion (including  whole-class  discussion  and  group  discussion)  (Yang,  1998),  modern teaching  technology  aided  English  writing  teaching  (Shi,  2001;  Wang  &  Gao,  2001; Park  &  Cho,  2014;  Hwang,  Chen,  Shadiev,  Huang,  &  Chen  2014),  feedback  (Ellis, Sheen, Murakami, & Takashima, 2008; Zhao, 2010; Behin & Hamidi, 2011; Wang & Wang, 2012), length method (Guo, 2011), creative writing activities (Tok & Kandemir, 2015), lexical chunks (Li, 2015), etc. 
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1.2 Purpose and Significance of the Study 
English writing, playing an essential part in English as Foreign Language (EFL) learning, cannot be ignored.  Some students purely listen and read English but do not write  English.  The  actual  process  of  English  writing  facilitates  students‘  English learning. English writing itself is a basic skill. This  thesis  reviews  numerous  latest  researches  on  EFL  writing,  providing  the research areas  of  EFL  writing  and  the  focuses  in  recent  studies  on  EFL  writing.  The review,  as  a  resource  for  this  study,  elaborates  the  necessity  of  this  study.  There  are various areas in EFL writing researches. But only few researches focus on the area of nominal groups. These researches on nominal groups are from the perspective of text analysis.  No  researches  on  the  use  of  nominal  groups  are  from  the  perspective  of application in EFL writing teaching. Therefore this study fills in this gap. This thesis tries  to  focus  on  an  area  that  has  not  drawn  enough  attention  in  EFL  writing.  But  it does  not  mean  that  other  areas  are  less  important.  This  study  is  carried  out  from  the perspective of the application of teaching on Nominal Group Expanding. This  thesis  tries  to  examine  the  effectiveness  of  the  application  of  Nominal Group Expanding in  English  writing  teaching  on  the quality of compositions  written by  college  students,  hoping  to  raise  students‘  confidence  and  interest  in  learning English  and  to improve students‘ English  ability.  Three  research questions  addressed in  this  study  are  as  follows:  1.  What  are  the  characteristics  of  nominal  group application  in  students‘  writing  before  and  after  the  experiment?  2.  Are  there  any changes in the use of nominal groups in students‘ writing? If yes, why? If no, why not? 3.  How  to  improve  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。