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1. Introduction
1.1 Motivation of this study
With the development of globalization and expansion communication of international business,there is great demand for a large amount of employees with practical skills and communicative ability in English.Our society has put forward higher requirements for students’ English competence and performance,especially for those vocational college students with practical English proficiency.
The guidelines of Higher Technical and Vocational Education（here after shorted for HTVE）are“concentrating on the practical use,learning the most frequently-used knowledge and aiming at language application”The educational purpose of technical and vocational aims to cultivate application–oriented qualified personnel for our society.According to the teaching goals of the English Curriculum Requirements of HTVE,students of Higher Vocational Technical College need to master both language skills and practical communication abilities in real–life situations so that they can participate the social activities in their future jobs and related areas.
English writing is one of the four basic skills that every English learner must master, with other three skills are reading,listening and speaking.As one kind of output skill,English writing is the weakest one of all and it can easily test language learners’ability.Most students would spend a lot of time and energy on practicing English writing,but unluckily,few of them get ideal achievements.Most English teachers try their best to improve learners’writing ability,but only a small proportion of them get satisfactory fruit.This case is especially evident on students of HVTE whose English proficiency is not as good as the university students.
When higher vocational students face English writing tasks,they usually behave that they are at a loss for words or have no confidence in English writing.Therefore,most vocational students get used to reciting and imitating many writing models to complete the writing tasks.Various researches have already been conducted to investigate the English writing skills on different participants.Yet most studies mainly focus on learners of English Second Language abroad,whose language environment is different from learners at home. Seldom researches have been conducted on the participants of higher vocational students at home,although the number of them has nearly covered one half of higher educational enrollment in NMET.
The teaching aims of higher vocational college are to train qualified workers with skillful techniques to meet the enormous demand of our nation development.Qualified technique workers need some foreign language ability to deal with the work that they will take up in the future.The teaching aims of higher college and higher vocational school point out that English writing is the basic skill for every student to master.

Bibliography
[1]Ashwell，T．(2000)．Patterns of teacher response to student writing in a multiple-draft composition classroom：Is content feedback followed by form feedback the best method?[J]Journal of Second Language Writing,9,227—257．
[2]Benesch，S．(1988)．Linking content and language teachers：Collaboration across the curriculum． https://www.51lunwen.org/sampleenglishpaper/ InS．Beneseh(Ed．)，Ending remediation：Linking ESL and content in higher educationWashington,DC：[J]T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。