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1 Introduction

1.1 Background of the Study
Writing is a complex creative process as well as a productive skill. Also, writing is adynamic process in which a writer needs to experience complex mental operations to makedecisions on lexical choices, structural options and possible organization of information andideas. Based on such complex inner working in a writer’s mind, a large number of studieshave been conducted.In China, with the rapid development of the economic globalization, the society putsforwards higher standard to the professionals in English, especially non-English majors.Communicating with the outside world by using English frequently has become an essentialcriterion of working capacity. Therefore, writing ability gains more attention.However, English study is a great challenge for non-English background students. It issaid that among the four skills, writ1ing is the weakest skill for students. Just as David Nunan(1999:271) says, “In terms of skills, producing a coherent, fluent, extended piece of writing isprobably the most difficult thing there is to do in language. It is something most nativespeakers never master. For second language learners the challenges are enormous, particularlyfor those who go on to a university and study in a language that is not their own.” Actually,non-English majors spend lots of time and energy on English learning, especially in Englishwriting, but the result is not satisfactory. In addition, the appearance of CET can also reflectthe importance of English and the current English teaching to some extent. As we all know,writing accounts for 15% in the whole test, scores roughly sum up to 106.5. However, theaverage of scores is very low. It is clear that there are a lot of problems existing in the collegeEnglish writing.
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1.2 Significance of the Study
My paper mainly explores the application of experiential learning theory to collegeEnglish writing, aiming at improving the students’ writing competence of non-English majors.From the points listed above, we know that the current English writing in college is notsatisfactory. Although English writing has already had their own mature theories andready-made teaching models, such as the product approach, the process approach, the genreapproach, etc. However, the approaches may not fit for all college students, let alone thenon-English majors. Firstly, most of non-English majors lack of enough backgroundinformation of culture, it is not easy for them to understand and adopt themselves to writesomething about one topic directly; secondly, these approaches are designed more activitiesfor teachers, few to students.Fortunately, with the help of the author’s professors and some books, the author learnsabout experiential learning theory, paying more attention to this theory, which arouses theauthor’s inspiration. The author applies experiential learning theory into college Englishwriting, and designs the teaching model for non-English majors.This study focuses on the students and emphasizes the writing process of theirengagement. Most of the activities are designed for the students themselves, which canstimulate their interests, strengthen their communicating skills and choosing proper words intheir writing.
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2 Literature Review

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