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soon as astudent puts his pen to paper, he has to pay attention to variousgrammatical problems from sentence structures to articles or numbers ofnouns. He has to pay attention also to the choice of words, spelling,capitalization, and punctuation. To avoid possible mistakes, he has toponder over all particulars in his writing, consult his teachers ordictionaries constantly, and check what he has written carefully. Only inthis way can he expect to enhance his accuracy in writing. Second, writingimproves a student's ability to express himself. Speaking also helps himto express himself. However, speaking and writing are not all the same.When a student learns to speak a second language, he cannot be tooparticular about the sentence patterns or the choice of words. Once he hassaid anything, it would be difficult for him to eat his word, that is, totake back what he said. As a result, complicated sentence structures anddifficult words are seldom used in everyday speech. When he writes, he cangive thoughtful consideration to and make careful comparison betweendifferent expressions and revise the wording again and again. Complicatedideas can be expressed in writing. A speech is usually short, but thereis no limit to the length of a piece of writing.(A long speech is almostthe same as an article, with the text or lecture notes written out beforethe speech is ever made.)In this way, writing helps to expand the rangeof sentence patterns and vocabulary and to make the student familiarizedwith rhetorical techniques and other means of expressing himself. Third,writing helps cultivate the student's ability of logical thinking andargumentation, and the ability of organizing his theme and viewpoints. Asa student prepares to write a paragraph, (let alone writing a full-lengtharticle,) he has to strive to make his writing coherent in meaning,well-arranged in thought, rational and convincing in speech and clear anddefinite in viewpoint. He has to make his readers understand the contentsof his writing, support his ideas, and come to the same conclusion as hedoes.

Chapter 2 Literature Review

2.1 The Task-based Language Teaching
The definition: Nunan draws a basic distinction between what I willcall real-world or target tasks, and pedagogical tasks: target tasks referto uses of language in the world beyond the classroom; pedagogical tasksare those that occur in the classroom. Nunan’s definition is that apedagogical task is a piece of classroom work that involves learners incomprehending, manipulating, producing or interacting in the targetlanguage while their attention is focused on mobilizing their grammaticalknowledge in order to express meaning , and in which the intention is toconvey meaning rather than to manipulate form. The task should have a senseof completeness, being able to stand alone as a communicative act in itsown right with a beginning,a middle and an end. This definition refersto the deployment of grammatical knowledge to express meaning,highlighting the fact that meaning and form are highly interrelated, andthat grammar exists to enable the language user to express differentcommunicative meanings.

Chapter 3 Method............ 35-40
    3.1 Research Hypotheses.......... 35
    3.2 Subjects.......... 35-36
    3.3 Instruments ..........36-40
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