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Chapter 1 Introduction

English writing is a very important means of English output, which can helpstudents to express their feelings or opinions in the written form. As one of the fourbasic language skills，writing also plays an important role for Chinese EFL learnersfor academic success. However，it is estimated that the writing ability of Chinesestudents is much weaker than other abilities (Liu 1998 ； Fang 2004),\There is no doubt that writing is the most difficult skill for EFL learners to master.In the writing process, "your eyes are observing what you've written, your mind isreflecting on the ideas, and your hand is actively producing more text" (Richard andRodrigues，1986). It's a combination of physical and mental act. Even for those whospeak English as the first language, the level of difficulty is significantly hi^er thanto speak out, not mention the foreign language learner.In my school，the situation of teaching English writing is worrying. The scores ofthe writing part on the test is much lower, some students feel tired or frustrated aboutwriting, and the worst, some stud從ts even give up writing down any words in theirwriting paper because of losing confidence. What is troubling them most? In fact, it'snot a big problem for my students to think about the content of the writing because thetopic of writing for junior middle school students is usually simple and related to theirlife，but Ihey usually come up witii the unsatisfactory writing in which there are alarge amount of errors. Although the teachers in our school spend much time editingtheir compositions, the result is not satisfactory. To analyze the reasons, it mainly liesin two aspects. On one hand, some students pay little attention on the revisedcompositions and still make the same mistakes next time, thus the effect of revisingby the teacher is less meaningful. On the other hand，students don't know how torevise their compositions by themselves after they finish their writing. That is to say，the ability of revising a composition is beyond their proficiency. To help studentsimprove writing, the present research sets out to add peer review activity into teachingwriting，with the hope that the new teaching method can make students moreinterested in writing and give them more help in writing.
Since the late 1980s, peer review to writing has gained inoreasing attention inlanguage teaching (Ferris, 2003). For decades, the studies about applying peer reviewto English writing have never been stopped, however, the previous research studies，limited tiieir research subjects either to English-native students or university students.This study is devoted\to explore the possibility of applying pe枕 review to teachingEnglish writing to junior middle school students; more specially, it mainly attempts tofind out whether peer review has effect on students' attitudes towards writing, andsecondly, to what extent peer review can improve students' language accuracy inwriting. From the practical perspective, it is hoped that the middle school students canbe more actively involved in writing and to some extent improve their writing abilities.And it will propose some practical implications for the middle school teachers toadopt peer review to teaching English writing.
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Chapter 2 Literature Review

2.1 Theoretical background
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