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icism  or  information about how good or useful sth. or sb.’s work is or the unpleasant noise produced by electrical equipment such as an amplifier when some of the power returns to the system.” Feedback  can  be  given  with  different  forms,  including  oral  or  written  form,  direct  or indirect form, positive or negative form. What’s more, feedback, in general, is made up of self feedback,  peer  feedback  and  teacher  feedback.  Certainly,  no  matter  which  form  of  the feedback  is,  the  aim  is  to  help  learners  improve  abilities,  master  skills  and  arouse  interests during the process of learning.  
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2.2 Theoretical basis of the same level fusion feedback  
Previous studies will be presented in this chapter. Theoretical basis of feedback are given, including  the  process  writing  theory,  cooperative  learning  theory,  the  zone  of  proximal development and metacognitive theory.  The process writing influenced by the communicative language teaching emerged in the late  1960s  and  early  1970s.  The  appearance  of  process  writing  is  relative  to  the  product writing which pays more attention to form more than meaning, product forereaching process. Just like Tribble (1996: 39) points out process-oriented approach is “an approach that stresses the  importance  of  individual  writer’s  creativity,  and  which  do  not  pay  more  attention  to  the imitation  of  models  or  textbooks  but  to  the  development  of  writing  practices”.  Therefore,  in the  whole  process  of  writing,  there  are  five  steps:  prewriting,  drafting,  providing  feedback, revising and final draft. In the first step, Ng (2000: 61) points out “four kinds of activities are contained,  including  brainstorming,  clustering,  rapid  free  writing  and  questioning”. Brainstorming is that students are asked to collect all kinds of information about the writing topic  as  much  as  possible  whatever  the  information  is  right  or  wrong,  which  is  a  necessary preparation. In the clustering activity, students gather relevant words or phrases which can be much  easier  when  they  really  write.  Then  in  the  rapid  free  writing,  students  can  write whatever they want without considering whether grammars, vocabularies are right or not. The rapid  free  writing  is  an  extremely  good  writing  skill  to  overcome  rigidity  of  thinking.  When students have a basic understanding about the writing topic, they are asked to write an outline by  making  questions  with  when,  where,  who,  what  and  why.  The  second  step  is  draft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。