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that the writing process can be divided into three stages:prewriting/rehearsing, drafting/composing and revising, of which prewriting stage isthe most important one including inputting language, validating topic, organizingthematic content, collecting information, exchanging views, broadening the mind andforming a conception etc through which a preliminary draft is generated. Prewritingdiscussion is used to exchange views on some specific topic normally in the form ofbrainstorming, group discussion and debate. The statement inspired numbers ofsubsequent researchers to study prewriting techniques especially prewritingdiscussion. Hayes & Flower (1980) put forward the first cognitive model of thewriting process which is subdivided into a series of subprocesses such as planning,translating and revising etc. They believe prewriting planning plays a crucial rolethroughout the writing process. An inadequate and inappropriate planning will makethe writing process fail to achieve its set goals and even lead to the failure of the whole writing process. Hedge (1988) described prewriting as “jotting down ideas andpreparing provisional plans”. Writing is a complex, recursive and creative process.The key of prewriting stage is to discover the theme, so it will be of great importanceto stimulate the student writers’ creative thinking from different perspectives.Prewriting discussion can help student writers generate much more new ideas andstimulate their imagination and creativity. Above all, prewriting discussion is anessential step for the beginning of a good article, during which it helps generate ideas,organize ideas and even broaden our thinking ability to explore the themes. There area lot of techniques of prewriting discussion which need to be studied and improved.
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2.2 Theoretical Foundations
Constructivism was first proposed by the Swiss psychologist J.Piaget in the1960s. Vygotsky, Ausubel and other masters enriched and developed the theory,further revealing the cognitive process of human learning. The theory ofconstructivism emphasizes student-centered learning. Students are the subjects ofcognition and active constructors of knowledge. Teachers play the role of helping andpromoting students’ meaning construction. Situation, collaboration, conversation andmeaning construction are the four basic elements in the learning process ofconstructivism. Constructivism establishes the dominant position of students in the teaching activities, allowing students to acquire knowledge through “collaboration”and “conversation” with teachers or peers to construct “meaning” in a “scene” createdtogether by the teacher and students. In this way, there will be more “initiative,purpose, authenticity, construction and cooperation” in students’ learning activities.(Jonassen, Pack & Wilson, 1999:15).
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Chapter Three Methodology.......17
3.1 Research Questions.....17
3.2 Subjects .....17
3.3 Instruments......18
3.3.1 English Writing Tests ....18
3.3.2 Questionnaire ....18
3.3.3 Follow-up Interview......19
3.4 Research Procedures .........20
3.5 Data Collection .....26
Chapter Four Results and Discussion ....28
4.1 Effects of Prewriting Discussion on Students’ Writing.....28
4.2 Changes of Students’ Attitudes towards Writing ........34
Chapter Five Conclusion.......46
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