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Discussion of Students’Writing Ability of Language...........28
5.3 Results and Discussion of Students’Writing Ability of Content....31
5.4 Results and Discussion of Students’ Improvement in Language and Content............. 34

Chapter Five Results and Discussion

In this chapter, the data and its related analysis will be resented. Particularly, four kinds of data arecollected and analyzed by the author, namely the results of non-English major students’ writing ability,especially the ability of language, the ability of content and the ability of organization.

5.1 Results and Discussion of Students’ Writing Achievements

At the very start of this research, an English writing test was conducted, with the purpose of findingout whether the experimental class and the control class students had the same level of English writingability. Besides, comparing the post-test with the pre-test after the whole study could find out whether theintensive reading-and-writing application could stimulate the experimental class students’ English writingability. The pre-test result was analyzed through T-test of SPSS 17.0, which is shown in Table 5.1.As Table 5.1 shows above, the mean of the experimental class is 61.85, and the control class is 62.43.The Std. Deviation values are 8.387 and 10.631 each of the class. Most obviously, the sig. (2-tailed) is0.789 which is much higher than the standard 0.05 (P=0.789>0.05). This pre-test indicates that Englishwriting ability of both the experimental class and the control class students did not exist significantdifference. Therefore, the students in both the experimental class and the control class have a similar levelin English writing ability.At the end of this study, the post-test was conducted with the objective of investigating whether theintensive reading-and-writing application could stimulate the experimental class students’ English writingability. The author used the similar content based on CET-4 and CET-6 and the same evaluation criteriabased on Cohen (2005), while the topic of composition was different in case of the students’ havememorized their pre-test composition. The investigating results were collected and analyzed through SPSS17.0, which is shown in Table 5.2.

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Conclusion

During the semester of intensive reading-and-writing application of EFL writing teaching, there aresome conclusions were reached. This study provides some practical processes and implications for Englishwriting teaching. In this chapter, the major findings and implications were summarized. The limitations ofthis study were pointed out and some suggestions of future study were also given.This 6 weeks’ study was conducted to test the effectiveness of intensive reading-and-writingapplication to non-English majors’ writing ability in Northwest Normal University. Basing on the realteaching situation during the semester, the author believed that there are three factors lead to the lowprogress of students’ writing ability: lacking of interest on English writing; poor grammar knowledge;lacking of background information about given topics. The object of this study is to investigate howintensive reading-and-writing application effect non-English majors’ writing ability.The author poses the analysis from two sides, the content and the language. Here are some majorfindings:Firstly, this study demonst