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摘要：Considering the importance of English writing and problems existing in the presentstudents’ English writing situation this research is necessary to be done. Writing as acomplex language communication process is a creative thinking process and also is aprerequisite of mastering English.

rtmaximum efforts. This is more effective than competitive and individual ones becauseeveryone within the group must do the best for both himself or herself and the group. Andlater the Johnson brothers develop it further to social interdependence theory.
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Chapter Three Research Methodology........ 19
3.1 Research purpose and questions ...... 19
3.2 Subjects and time ..... 20
3.3 Instruments ........ 20
3.4 Design ....23
3.5 Procedures....24
Chapter Four Results and Discussion....27
4.1 Results and analysis of pre-writing and pre-comprehensive scores ......27
4.2 Results and discussion of the two questionnaires ....27
4.2.1 Results and analysis of the questionnaires ........28
4.2.2 Discussion....33
4.3. Results and discussion of writing scores.....34
4.3.1 Results and analysis of CC’s writing scores......34
4.3.2 Results and analysis of EC’s writing scores ......35
4.3.3 Comparison and analysis of CC and EC’s writing scores .........36
4.3.4 Discussion....37
4.4 Results and discussion of the CET-4 scores.......39
4.4.1 Comparison of the CC and EC’s CET-4 scores .......39
4.4.2 Discussion....40
Chapter Five Conclusion.......43
5.1 Conclusions........43
5.2 Implications........44
5.3 Limitations .........45
5.4 Suggestions to future studies......47

Chapter Four Results and Discussion

4. 1 Results and analysis of pre-writing and pre-comprehensive scores
The two classes’ students’ pre-writing and pre-comprehensive scores were collectedand analyzed by SPSS to testify that before this experiment the two classes’ studentswriting and comprehensive proficiency were at the same level. The results were shown inthe following two tables. From table 3, it can be seen that the means of two classes’ English writing scores andcomprehensive English scores were quite close and nearly equal. In the table 4 the sig.value of variances equality are 0.948 and 0.902 above 0.05, which means those variancesare equal. So the sig. (2-tailed) of the independent samples test are 0.727 and 0.670 largerthan 0.05. That data verifies that there is no significant difference between theexperimental class and the control class both in English writing and comprehensiveEnglish proficiency, which ensures that the two classes had similar English proficiency andwriting scores. Therefore, these two groups can be treated as the experimental group andthe control group in this experiment.
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Conclusion

Conclusions of this study are drawn from the previous analysis and discussion ofquestionnaires and scores comparison. First, the implementation of cooperative learning incollege English writing can ameliorate students’ attitudes towards English writing. Theoutputs of questionnaires containing same questions reveal that cooperative learning candeepen students’ awareness, gain their writing interests and confidence. And it also canalleviate students’ writing anxiety and promote them to write. In group cooperationstudents work jointly in a relaxed environment, so there will be less anxiety and nerve.They tackle writing problems together with mutual help which is mutual beneficial to themin reverse. Consequently students realize that English writing is not difficult as theysupposed and become more confidenc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。