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school students. The experiment is carried out in two parallel classestaught by the researcher herself in XiangYue School. After a year research,by analyzing the data results, the researcher has got the following mainfindings：Firstly, the EG students are much more confident in English writing.Secondly, the students in the EG are much more interested inEnglish writing, not being afraid of any English writing at all.Thirdly, the EG students do grasp more phrases and sentence drillsby means of reciting texts
In addition, the students in the EG do use the phrases and sentencedrill existing the recited texts to do some writing fluently, what's more,they have sped up the writing. Moreover, by practicing different materials,the students in the EG can write different styles of assays now. Last butnot the least, it is also revealed from the questionnaire that most ofstudents hold positive attitude toward English study. They think EnglishHierarchical Teaching is a good effective strategy to practice writtenEnglish. All in all, English Hierarchical Teaching does benefit the EGstudents' English writing levels. That is to say, English HierarchicalTeaching can really improve the high-school students' English writinglevels. Therefore, the researcher has drown such a conclusion that EnglishHierarchical can actually improve the high-school students' Englishwriting levels.As everybody can see, the purpose of this research is to investigatethe influence of English Hierarchical on students' English writing levels.The author designed a year instruction program to examine thecontribution that English Hierarchical might offer to senior middle schoolstudents' English writing levels. As for the objectives, this research hasnot only improved and enriched the theories of second languageacquisition as well as the cognitive Psychology, but helped the highschool students improve their English writing level. Besides, it is alsobeneficial for the high school teachers to improve their teaching methodof English writing.

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