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摘要：Presently, the students in senior high school are required to master the four languageskills, namely, listening, reading, speaking and writing. Nevertheless, it has widelyacknowledged that acquiring writing skill is more difficult than acquiring the other threeskills.

Paragraph-imitate Approach and the Content Approach. The Product Approach,the Process Approach and the Genre Approach are three major instructional approaches toEFL writing.

Chapter Three Theoretical basis of the research.......... 33-36
    3.1 The input hypothesis ..........33-34
        3.1.1 Krashen's input hypothesis.......... 33
        3.1.2 Implications for EFL writing teaching.......... 33-34
    3.2 The output hypothesis..........34-36
Chapter Four Research design.......... 36-50
    4.1 Research questions and hypothese.......... 36
    4.2 Subjects ..........36-37
    4.3 Instruments.......... 37-40
        4.3.1 Questionnaires.......... 37-38
        4.3.2 Interview..........38-39
        4.3.3 Tests ..........39-40
    4.4 Experiment.......... 40-41
    4.5 Creation of an English writing environment.......... 41-44
    4.6 A sample lesson ..........44-48
    4.7 Data collection.......... 48-50
        4.7.1 Data collection from questionnaires.......... 48-49
        4.7.2 Data collection from the interview ..........49
        4.7.3 Data collection from tests ..........49-50
Chapter Five Results and analysis.......... 50-67
    5.1 Effect on students' EFL writing interest.......... 50-54
    5.2 Effect on students' awareness of English curriculum resource.......... 54-59
    5.3 Effect on students' EFL writing autonomy.......... 59-63
        5.3.1 Results and analysis from the pre-questionnaire.......... 59-60
        5.3.2 Results and analysis from the post-questionnaire.......... 60-62
        5.3.3 Results and analysis from the interview..........62-63
5.4 Effect on students' EFL writing competence.......... 63-67

Conclusion

Despite the findings and pedagogical implications mentioned above, the research of EFLwriting in senior high school based on school-based English curriculum resources has its ownlimitations.The sampling in the experiment is only limited to 92 subjects in Luanxian No.2 SeniorHigh School and it may not be generalized to senior high school students from differentcontexts. Therefore, it will be better if more subjects from different senior high schools withdifferent levels of language proficiency can be involved in future researches. Another limitation is that this experiment lasted only one term, which may not be longenough to fully examine the effect of school-based English curriculum resources on EFLwriting. Thus, a long-term experiment is necessary in future researches.In addition, the questionnaires were designed by the author herself. It is suggested thatmore authoritative and comprehensive questionnaires should be employed in futureresearches.
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