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1  Introduction
1.1  Rationale of the present study
    In the course of English learning, writing is becoming increasingly important among thefour basic skills. It istheoreticallybecause "writing influences the way we think, contributesto the way we learn, enriches personal growth and good writing leads to success in collegeand career" (Qi 2001). The practical reason for writing's importance is that with thedevelopment of science and commercialization in modern time, the students face much morechallenges in the demand of an integrated ability including writing (Dai 2002; Han 2002). Asa significant means of communication, writing in English has been widely applied in many
areas, eg. different kinds of business letters are inseparable in daily trades. College Englishwriting has its own component knowledge, learning and communicating strategies. Theteaching aim of College English writing is to develop effective capacity in students' future
work and social interactions. In addition, they will be able to enhance their ability to studyindependently and improve their cultural quality so as to meet the needs of Chinese socialdevelopment and international exchanges.
    However, it is more and more evident that writing has always beenthe weakest part ofstudents' Engfish abifity. In the nationwide testCET-4, of which the writing section is a veryimportant part, the results of each year have witnessed the disappointing achievements in the
writing part for many years. A possible reason is that both teachers and students have attachedless importance to the cultivation of writing ability in normal classes during the past years. Inmany universities in China, English writing is still neglected to a certain degree, due to the
large size of the classes and large burden of teaching task. This is especially the case with thenon-English majors, who are the main concern of the present paper.
    The contradiction between the importance of writingandunsatisfactory writing ability ofthe learners puts forward strong requirements on the construction of teaching methods.Therefore the present study is assumed to provide some help to improve the students' writingcompetence.
1.2  Significance of the study
    Errors are not evitable in L2 learning. The interference ofthelearners' MT, the lack ofrelated cultural knowledge, the improper use of learning strategies and the psychologicalproblems can cause errors. Errors are not only the direct reflection of a learner's ability, butalso have great significance in L2 learning and teaching. As Corder (1967) claims, errors tellthe teacher the information about how much the learner has mastered; errors provide theresearcher with evidence of how much the learner has learnt; they serve as the devices by
which the learner finds out the rules of the target language.

    The research of errors is carried out by ways of Error Analysis. Inteaching writing, theerrors appearing in the students' writing are very valuable to the language learners andteachers. Language teaching is most effective when the teacher knows where the learner mayhave problems and make errors. If the teachers carry out a systematicanalysis of errors thatthe learners commit, they would know how far away the learners have gone towards the goaland thus what is left for them to learn. Moreover, teachers could know the strategies andp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。