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bsp;Process  Approach.  The  Process  Approach  is  based  on  the  communicative theory  that  writing  process  is  not  the  writer’s  personal  activity  but  a  communicative activity. And a well-written composition is the result of a long and laborious process of thinking,  revising  and  interacting.  Raimes  and  Zamel  make  a  great  contribution  to putting  the  Process  Approach  into  practice  in  writing.  They  have  done  plenty  of researches  on  ESL  writing  and  verify  the  reliability  and  feasibility.  Zamel  (1976) emphasizes  that  the  focus  of  writing  should  be  put  on  the  process  of  constructing compositions  and  creating  ideas.  Later,  a  lot  of  scholars  support  the  Process  Approach such as Krashen(1984), Keh(1990) and Reid (1984; 1994) etc.. The  Process  Approach  lays  more  emphasis  on  the  writing  process  instead  of  the final product. It supports that students should learn to write through writing. This kind of  writing  approach  claims  the  writing  process  involves  several  stages,  namely, pre-writing,  first  drafting,  feedback,  revising  and  final  drafting.  It  encourages communication  and  interaction  between  students  and  teachers  in  the  whole  process  of writing.  Directed  by  the  Process  Approach,  the  teacher’s  roles  are  changed  to  be  the guide, organizer and supervisor. The students are the center of the writing class. In this kind of class, students’ imitativeness and creativeness are aroused. 
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Chapter 3 Research Methodology ........ 24 
3.1 Research Context ............ 24 
3.2 Research Subjects ........... 24 
3.3 Research Instruments ...... 25 
3.4 Research Procedure ........ 33 
3.5 Data Collection ............... 34 
3.6 Data Analysis ...... 35 
Chapter 4 Results and Discussion ........ 36 
4.1 Initial Writing Ability and Initial Writing Motivation of EC and CC .... 36
4.2 Analysis of the Writing Ability of EC and CC ............... 40 
4.3 Analysis of the Writing Motivation of EC and CC ......... 48 
4.4 Analysis of Interviews .... 55 
4.5 Summary ............. 58 

Chapter 4 Results and Discussion 

This chapter will present the research results and have a discussion on these results. This thesis attempts to investigate the effectiveness of CFIT on college students’ writing ability and writing motivation. Therefore, the analyses and discussion will mainly focus on two parts: writing ability and writing motivation.   First of all, to ensure that the two classes are comparable, the initial writing ability and initial writing motivation of the Experimental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。