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ws the process in -..-which students are trying to perform the target language when they arelearning. In the process, students learn English by receiving a lot of input(language knowledge), which is processed immediately and which isintaken, internalized and cumulated in their brains. Later they attempt toexpress it either by speech or writing. When they try to convey what theyhave just learned, they can inevitably make errors in the course of output.Through analyzing the errors in the writing, it can help teachers to knowthe competence of the students. On the other hand, studying errors canalso provide useful information which will help teachers to make decisionon how to deal with these errors by adapting teaching methods. S,Johansson (1975; 248) argues that "an analysis of the learner's error givesus evidence of his competence in the foreign language. We also gainvaluable information concerning learners' difficulties at different stages.Such information is important for the planning of courses and theconstruction of teaching materials".From two sides, we can see how to respond to students' errors is oneof the most important ways to interact with students because errors canexplicitly reveal learners' weakness of their language knowledge. S. P.Corder summarizes that learners' errors have significance in threedifferent ways:"Firstly, to the teacher, the students' errors tell him if he undertakesa systematic analysis, how far towards the goal the students haveprogressed and, consequently, what remains for them to learn. Secondly,they provide the teachers with evidence of how language is learnt oracquired, what strategies or procedures the students are employing intheir learning of the language. Thirdly, they are indispensable to thestudents themselves, because we can regard the making of testing theirhypothesis about the nature of the language they are learning." (S.P.Corder 1981: 10-11)To sum up the above, studying students' errors is a big necessaryissue in language learning. "By studying error analysis, it will be possibleto identify the learning process that the learners are going through, thusfinding out how learners' second language proficiency develops" (HuZhuanglin, 2001: 374-378).

The Structure of the Thesis论文结构
The thesis consists of five parts——introduction, three body chaptersand conclusion. Based on the theories of Error Analysis (EA) andLanguage Transfer (LT), the study explores the errors in the Englishwriting compositions by 125 senior three middle school students, findingsome causes of making errors. At last, the author offers some teachingstrategies for English writing teaching.In Chapter One, the author reviews the basic assumptions of thetheories 一 Error Analysis (EA) and Language Transfer (LT) Theory,which are closely related to the students' writing. Also the present studiesabout students' English writing in China are presented in this chapter.In Chapter Two, An error investigation is carried out. As many aspossible errors in the students' writing work are collected and classified.On the base of Error Analysis (EA) and Language Transfer (LT) Theory,the author analyses the causes of making errors, which are interlingualinterference and intralingual interference.In Chapter Three, the author proposes 4 teaching strategies toEnglish writing teaching. Among them, the Imitating Writing Model,personally, is the most efficient and practical way in English 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。