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Chapter 1 Introduction

1.1 Background of the Present Study
As the tool for international communication, English is of great importance inour daily life. There are many kinds of English tests in China to judge the ability ofthe students, and some of the tests are becoming the necessary certificate for thestudents to get a diploma, or the threshold for them to get a job opportunity, such asCET-4, TEM-8 and so on. So for the college students, especially the English majors,the requirements are rather high, the object is to develop students’ ability to useEnglish in a well-round way, and enhance their ability to study independently at thesame time. Among the five skills of English, writing occupies an important part andattracts more and more attention from language scholars, English teachers andstudents. Just as Zou Qiong (2006, p.96) said, English writing can reflect students’language standard, language communication ability, expression ability as well asthinking competence. But the situation is that many students’ writings, even thosewritten by English majors are not satisfying. Accompanying with the reforms of EFLteaching, the approaches of English writing also developed greatly. As in the newcurriculum criteria, student-center spirit was put forward, scholars and teachers thusdesigned a variety of approaches to promote students’ initiatives in EFL writing, forexample, the product approach, the process approach and the genre approach. Butevery approach has its strengths and weaknesses.
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1.2 Significance and Purpose of the Present Study
There have been various studies concerned with students’ independence inEnglish writing, but most of the studies on EFL writing mainly focus on thesignificance of the writing approach, for example, the arrangements of the teachingmaterials, the steps for necessary revisions, and the framework of a good writing andso on, the empirical study for stimulating students’ ideas in college students haverarely been carried out. This study, however, the author applied the creative thinkingstrategies in process writing, for the creative thinking strategies emphasize theindependence of creative thinking, it encourages the students to extend their thoughts,to attempt and build up their favorite thinking and writing model. The researcher ofthe study first introduces three kinds of creative thinking strategies, and during fourmonths training, the researcher assists the students to cultivate their creative thinkingability gradually, thus, the students not only master the three strategies but also arebrave to explore other strategies that suit them well. And after the analysis of the datafrom the tests, questionnaires and interview, the application of creative thinkingstrategies in process writing indeed increased the students’ interest, enhance theirconfidence and improved their writing competence a lot.
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Chapter 2 Literature Review

2.1 Process Approach
The applying of process approach in teaching writing was formed about thirtyyears ago, some researchers and teachers of English writing to native speakers want tofind out what is on earth going on in the process of composing. After carefulexploring they drew a conclusion that writing was a very complex process, whichcould be made up of many sub pr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。