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iscussion......53
Chapter 5 Conclusion........58
5.1 Major Findings.........58
5.2 Pedagogical Implications........59
5.3 Limitations of the Present Research and Suggestions......61

Chapter 4 Results and Discussion

4.1 Results
The researcher first illustrated the data from the proficiency test in order tomake sure that the writing level of the two classes is comparable before theexperiment and they have made progress after the experiment. In the following part, acomparison between the pre-questionnaire and the post-questionnaire will be depictedto show the students’ changes of the experimental class. For the next part, theresearcher will present the qualitative data got during the process of the research,which means the interview with the students. All the data presented here are in thelight of the research objectives, and after analyzing the data, a discussion will beconducted afterwards. In the following part, EC stands for the experimental class andCC stands for the control class. In order to see whether the two classes were at the same level on their Englishproficiency, the researcher consulted the students’ final English paper scores of lastterm before the experiment. In this examination, the writing part accounts for 15% ofthe total 100 scores, with the purpose to test students’ comprehensive use of English.And (See table 4.1)

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Conclusion

The objective of this research is to explore the effectiveness of creative thinkingstrategies in process writing, and following are the major findings.Firstly, the three suggested creative thinking strategies did motivate students’interests and enthusiasm in writing. They no longer regarded writing as a requiredcourse but as an entertainment to some extent, for many of them actively search forother topics and discuss or debate with their classmates after class, some even formedthe habit of keeping diaries to write down their inspirations of certain topic. They notonly master the three creative thinking strategies but obtained self-learning ability aswell. In addition, their thinking became much more fluent and flexible, their writingsbecame much more plentiful and meaningful, and thus a relaxed atmosphere wascreated, so both the teacher and the students felt it is easier to have writing class thanbefore. What’s more, their sensitiveness towards the given topic are improved and canexpress their ideas quickly and accurately than before, which give them muchconfidence in writing and thus a virtuous circle was formed.Secondly, students competence in content did developed a lot with the help ofcreative thinking strategies. Data in Chapter Four clearly shows that the experimentalclass achieved higher scores than the control class. All these statistics show the greateffect of and prove its effectiveness of creative thinking strategies in process writingadopted in the research on the experimental class. While in the control class, only thestages of process writing were emphasized, lack of a clear way to think.
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Reference (omitted)

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