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write. Later writings will be collected, corrected and commented byteachers which focus on the form only. During this process, teachers are bothered by theheavy burden of workload because of the large size of class. However, the sad fact is thatstudents do not care the feedback seriously; it is the scores that count. With time goes on,students will lose their interests and motivation about writing.Above all, teachers should change the method of writing teaching from theteacher-centered into student-centered, and teach students the way of thinking about thetopic of writing, and the way of expressing their ideas in the proper and more authenticway.
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Chapter Two Literature review

In this chapter, five sections will be introduced about the relevant key points of thewriting and teaching of writing. They are the nature of writing, the current situation ofcollege English-major teaching of writing, the review of the related approaches to teachingwriting and the short introduction which includes the theoretical basis, stages,characteristics, and week points of product-oriented approach and process-orientedapproach, the application of the process-oriented approach to English writing teaching, andthe summary respectively.

2.1 The definition of writing
Speaking of the definition of writing, different linguists have different points of viewon it. Although the universal definition of writing can not be provided, the researchers havedone lots of researches on the relevant materials abroad and at home, and they arepresented as follows:Neudeld (1985) sees writing as a visual expression of ideas, he pointed out “writing isa process of taking an idea from inside of one’s head and putting it into a code so that it canbe shared with others, and the process of writing begins with an idea, and the ideas comefrom individual reaction to events occurring within his environment and from withinhimself”. Sokolik (2003) pointed out that “1) writing is both a physical and mental act. Atthe most basic level, writing is the physical act of committing words or ideas to somemedium. On the other hand, writing is the mental work of inventing ideas, thinking abouthow to express them, and organizing them into statement and paragraphs that will be clearto a reader. 2) Its purpose is both express and impress. Writers typically serve two masters:first, themselves: their own desires to express an idea or felling; and second, readers: alsocalled the audience, who need to have ideas expressed in certain ways. 3) It is both aprocess and product. The writer imagines, organizes, drafts, edits, reads, and rereads. Thisprocess of writing is often cyclical, and sometimes disorderly. Ultimately, what theaudience sees, whether it is an instructor or a wider audience, is a product---an essay, letter,story or research report.” Judy (1981) proposed that “writing, we believe, is a liberalart---it functions as a source of self-discovery as well as of learning.
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2.2 A review of the related approaches to teaching writing
Two basic approaches to teach English writing will be introduced in more detail inthis part, namely, the product-oriented approach and the process-oriented approach, and itis easier to find the merits and demerits of these two approaches in teaching writing.The product-oriented approach is a traditional approach which was accepted by mostof linguistics and scholars in p