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receive a feedback. However, students often pay little attention to their teachers'evaluation.The product approach generally includes four steps: familiarization, controlledwriting, guided writing and free writing. At present, the product approach is one of themain English teaching methods.The product approach seen as a classical teaching method has many advantages. Firstly, it can improve the students' language ability and help the students get highmarks in exams because it stresses the grammar and the sentence structures. As aresult, students will become more confident in writing. Secondly, it is easy to controlthe classroom activities and it is helpful and practical to apply it in writing classes atlower levels for building vocabulary.
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2.2 The Process Genre Approach

2.2.1 The Background of the Process Genre Approach
The process approach focuses on the writer, the creativity and individualism ofwriting, and the process of writing, as a whole, starting from the generation of ideasthrough to the edition of work. The genre approach, on the other hand, focuses moreon the reader, and on the conventions that a piece of writing needs to follow in orderto be successfully accepted by its readership (Muncie, 2002). As Grabe and Kaplan(1996) argued "the issue is not whether language forms and structures are useful, butwhether students can recognize the relation between language structures and the rolesthey play in conveying appropriate meaning"After analysis of the strengths and weaknesses of the three approaches to writing,Badger and white (Badger and white. 2002) point out the three approaches arecomplementary. A new approach to writing is developed: the model of the processgenre approach. Integrating the social purpose of writing with the writing must be animportant component in writing instruction. According to the theory of Hyland andthe theory of Badge and White, the advantages and disadvantages of the processapproach and the genre approach are shown in the above Table 2.1(Kim& Kim, 2005).The purpose is to further explain why the researchers swift their focus to the processgenre approach.
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Chapter Three Methodology.........24
3.1 Purposes ....24
3.2 Subjects .....24
3.3 Instruments......24
3.4 Approach .........25
3.5 Research Procedures .........26
3.5.1 Input stage....27
3.5.2 Output stage .......30
3.5.3 Reflection stage .......32
3.6 Teaching cases in EC and CC .......33
Chapter Four Findings and Discussion.....44
4.1 Data analysis of the questionnaire I....44
4.2 Data analysis of the pre-test....46
4.3 Data analysis of the post-test ........46
4.4 Data analysis of the questionnaire II ........47
4.5 Discussion.......49
Chapter Five Conclusion ........50
5.1 Major findings.......50
5.2 Implications to teaching....51
5.3 Limitation........525.4 Suggestions .....53

Chapter Four Findings and Discussion

4.1 Data analysis of the questionnaire I
At the beginning of the research, questionnaire   was handed out to the studentsinvolved in the experiment in classroom. There are 116 students from theexperimental class (56 members) and the control class (56 members). All the studentsread the questions fully and filled in the questionnaire according to 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。