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摘要：There are numerous studies and researches on improving college students’English writing abilities, however, there are more researches on the function offreewriting on the improvement of students’ English writing ability in foreign landthan in China.

a rich imagination and the accumulation of basic English knowledge.Generally speaking, English writing ability is affected by writing interest, motherlanguage writing ability, vocabulary, English listening ability, reading ability, Englishrelated culture and literary knowledge, psychological element, guidance from theteacher and exercise intensity etc.. The author lists only some significant and vitalones in the following with the purpose of analyzing them, thus finding out thecorresponding teaching strategy and testing later whether the strategy is feasible.
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2.2 Freewriting

2.2.1 Definition of Freewriting
Freewriting is enthusiastically advocated by the famous American educationalist,English writing theorist Peter Elbow, who is also a professor of English at theUniversity of Massachusetts, in his well-known book Writing Without Teachers(1998a). Freewriting, according to him, is to write without any stop within a certaintime period (Cited in Fontaine, 1991). During the whole process of writing, the writershould only write quickly what is in his mind without any stop to look back what andhow much he has written or cross out any mistake or wonder how to spell certainwords, etc. Therefore, Peter Elbow’s freewriting “products” naturally present thewriter’s thinking and ideology. The freewriting he refers to is a method to exerciseconception and writing skill freely, smoothly, and unfetteredly.Sheryl Fontaine, Peter Elbow, and Pat Belanoff, in Nothing Begins with N: New Investigations of Freewriting (1991), define freewriting as a kind of writing to writefor itself, in which the writer shouldn’t put emphasis on mechanics, and they can evenwrite nonsense, or digress at any time. The only thing they emphasize is that writersshouldn’t stop at all during the whole freewriting session. They also present threevariations of freewriting: focused – the writer is governed by certain topic or direction;public — the writer writes knowing that there will be readers or listeners of hiswriting; focused/ public — the writer is governed by certain direction and know thatthere will be readers.
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Chapter Three Methodology........13
3.1 Research Questions ........13
3.2 Subjects.........13
3.3 Instruments....14
3.4 Procedure......21
3.4.1 Overall Procedure of Data Collection .....21
3.4.2 Experiment.....23
3.5 Data Analysis......24
Chapter Four Results and Discussions....26
4.1 English Majors’ Attitudes toward Teacher-sponsored Freewriting.........26
4.1.1 Analysis of the Questionnaires.....26
4.1.2 Analysis of the Interview........34
4.2 Improvement of English Majors’ Writing Abilities .......39
Chapter Five Conclusion........46
5.1 Major Findings....46
5.2 Implications........46
5.2.1 Implications for Teachers......47
5.2.2 Implications for Students.......49
5.3 Limitations of This Study.....50
5.4 Suggestions for Future Research......50

Chapter Four Results and Discussions

4.1 English Majors’ Attitudes toward Teacher-sponsored Freewriting
In order to investigate students’ interest, attitudes and responses towardteacher-sponsored freewriting in class, the questionnaires are handed out before andafter the experiment se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。