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’ training and make progress at the same time. Length Approach was proposed by Wang (2010) which is different from Writing Assessment Form.Wang claims that the “corrective emotion” in Chinese teachers is harmful to the development ofInterlanguage, and he advocates to build student’s L2 system in the basic writing stage with alarge number of correct language input. The aim of Length Approach is to improve students’sense of accomplishment and help students experience English writing stages. Through thevarious previous studies, this paper aims to prove that WCF from teachers is indispensable inwriting teaching.
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Chapter Ⅱ Literature Review

2.1 Written Corrective Feedback (WCF)
Many linguists and scholars have made their own statements of Corrective feedback(CF).referring to the same notion, CF can be also called error correction or negative feedback.Chaudron (1977) was the first person to give the definition, he defines corrective feedback isteachers’ reflection to learners, namely the teachers clear identifications and corrections tostudent’s discourse or requirements to perfect his or her own words.According to Keh (1990), CF aims at providing information for writers to modify one’scomposition. Some information focuses on the superficial errors and it has three forms, such asrevealing errors, explaining reason of errors, providing correct language form. Others focus ontextual level such as content and organizational structure of the feedback. According to Long(1996), CF connected to further ESL improvement, in that it can offer students opportunities toperceive the differences between output and input by means of a negotiation of meaning (as citedin Yamamoto, 2003). “Uptake” refers to the learners’ immediate responses following teacherfeedback (Lyster, 1998) and denotes the teacher-initiated correction of an error in an utterance(Lyster & Ranta, 1997). Corrective feedback is the teaching technique that used to attractstudents’ attention in wrong utterances, which may lead to learners’ modified output (Suzuki,2004). R.Ellis, Loewen & Erlam(2006) view CF in form is a response to errors in languagelearners’ discourses. This response can reflect the learner’s language errors and give learnerscorrect specification of language information, give meta-language information or combine any ofthe above three reactions.
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2.2 Theoretical foundation
The late 1960s and early 1970s witnessed the emergence of the process approach in writingin the L1 writing teaching. It is quite different from the traditional concepts of writing. Theprocess approach focuses on meaning rather than form, as well as in the writing process ratherthan the accomplished text. The process approach significantly affects L2 writing theory andESL writing teaching.Process Writing Approach should be associated with the student’s life experience to become ameaningful learning activities; any writing learning is a gradual process, and its teaching focustransform from the traditional chapter structure, grammar, vocabulary to the writing content andconcerns for writing process. Usually, Process Writing Approach is used as the combination ofproposition essay composition, non-proposition essay (such as topic composition, corpus writing,etc.) and the application of the main text, but also includes some free writings, classroom diaries,discourse and sentence practice.Some domestic researchers