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/>     4.3 A case study ..........58-61
Chapter Five:Major Findings and Pedagogical Implications ..........61-67
    5.1 Major findings.......... 61-64
        5.1.1 Merits ..........61-63
        5.1.2 Demerits.......... 63-64
    5.2 Pedagogical implications ..........64-65
    5.3 Limitations of the research.......... 65
5.4 Suggestions for further researches.......... 65-67

Conclusion

It is known to us all that English writing is a complex thinkingprocess. The action of writing is not only a cognitive activity but also asocial activity. Firstly, each composition is produced in a concrete socialenvironment, so writing classes can deepen the socialization of writingaction and make students read, discuss, communicate and progresstogether in a concrete and true social environment. Secondly, readers'feedback plays an important role in improving the authors' ability toexpress their feelings as well as their writing level. However, manyEnglish teachers today think of writing as a cognitive activity, neglectingstudents' willingness to write and mutual activity in writing, thusbringing out an unsatisfying teaching result in writing.Changing the traditional writing model and improve students'writing ability is a big challenge to most English teachers. In the past fewyears, many teachers have tried quite a few ways to solve the problemmentioned above but haven't achieved a big success. Using for referencethe successful experience of many researches on cooperative learning, theauthor has conducted an experiment on a new writing model bycooperative learning for a whole term and has gained much from thisattempt. The conclusion is drawn as follows.
Applying cooperative learning to English writing properly can breakthe silence of the class, thus creating a lively and harmonious atmosphere.Therefore, each student will be able to accomplish a writing task in 45minutes without feeling dull, stressed and even tired. The obvioussignificance of cooperative learning in English writing is that it hasremoved students', especially those slow learners' fear and anxiety inwriting. These students are afraid of writing a composition, and once theyhave calmed down to write, another worry turns up that they can neitherdo a good job nor finish the task in time, so a feeling of anxiety comesagain. Obviously, groups of four can help them get rid of fear and finddependence and self-confidence. Besides, group discussion has alsohelped them how to analyze the writing material to a large degree, then,they have learned some writing skills, such as how to understand a title,how to arrange the structure of a composition and how to express theirfeelings in proper English, etc. Last but not least, peer-editing can by allmeans develop and enhance students' ability of using a language,summarizing materials and dealing with problems. Therefore, cooperativelearning in English-writing can not only help the slow learners withwriting but also enhance the quick learners' ability of organizing andnegotiating, thus reaching a teaching goal of balanced development andmutual enhancement. In short, the writing model by cooperative learningturns out to be the best choice in teaching of English writing.
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