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have been studied a lot. They are respectivelyproduct approach, process approach and genre approach.According to product approach, learning to write could be dividedinto several steps: familiarization; controlled writing; guided writing; andfree writing. Students learn different characters of certain texts at the firststep. The learners practice the language skills, including words andsentences structure, in the controlled and guided writing sections. Theypractice until they are ready for the free writing section. Product-basedapproaches focus on language knowledge in writing, and it takes writingdevelopment as a process of imitation. Students' writing achievementsare stressed in this approach.However, it focuses on the product of writing, emphasizes on theerror of forms (grammar, sentence structure, vocabulary and spelling) anddisregards the students' initiative in discovering and exploring the content.As a result, the students still make the same errors that have beencorrected by the teacher again and again, but the contents are vague andgeneral.
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1.2 Study on English writing teaching at home
Domestic researchers have done a lot of studies of English writing.In the earlier stage, the study is mainly related to students' difficulties andproblems in writing. Influenced by language teaching abroad, there aremany researches on writing teaching methods. According to investigation,the study focuses on the object at first, and gradually turned to the subject(Yao Lan & Cheng Li Ni, 2005).Error analysis is a main part of writing study. It aims to deal withstudents' problems in writing. A number of teachers have done researchon it. Liu Donghong (2002) has done related research and found the maintypes of errors in students' composition, including tense misuse,inconsistency of subject and predicate, combined use of parts of speech,spelling errors and so on. Students make many mistakes in makingsentences in writing; the main reason is that they are influenced by nativelanguage Chinese. Another study conducted by Shu Dingfang& ZhuangZhixiang( 2008) shows that 51% of the students' errors made in writingresult from the interference of their mother tongue. Therefore negativetransfer cannot be ignored in writing teaching. The results of erroranalysis can influence the teaching content and teaching methods.
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Chapter Three The Experiment Design.......... 31
3.1 Hypotheses ..........31
3.2 Subjects.......... 31
3.3 Instruments.......... 32
3.4 Procedure of the Study.......... 34
3.4.1 Introduction of the Study.......... 34
3.4.2 Constructivism-based Writing Learning Mode.......... 36
Chapter Four Results and Analysis.......... 45
4.1 Data from Pre-test and Post-test and Discussion.......... 45
4.2 Data from Questionnaires and Discussion..........46 
4.2.1 Data from the First Questionnaire.......... 48
4.2.2 Data from the Second Questionnaire.......... 52
4.2.3 Data from the Third Questionnaire.......... 57
4.3 Data from Interview.......... 62
Chapter Five Implications for English Writing Teaching Learning ..........65
5.1 Implications for English writing Teaching.......... 65
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