Introduction
1. Research Background
As for English writing teaching in senior school, the teachers just place emphasis on the writing skills of the university entrance exam. Students recite model essay, further imitate the model essay to get good grades for the college entrance examination as their teachers require, While, the teachers are always taking no count of cultivation of the students' English writing acquisition. Even if the students have the higher English scores after entering the university that does not means their English writing is ideal, but in fact most of the students’ English writing are in the primary stage. The criterion of college English is CEB-4 & CEB-6 for non-English majors and for English majors are TEM-4 and TEM-8. Majority of teachers and students abide by the requirements of the grading examination to practice writing. However this type of writing teaching and for college English is far cry from writing teaching in the true sense. The continuity of English writing teaching is not strong. In general, college students will study English for two years in their undergraduate phase. Students mainly are taught the Basic English knowledge, except for this, they will also have listening and speaking course. But few universities set up a special writing class for the college students, in the English class, the teachers provide little knowledge to writing skills. This leap-type teaching method cannot ensure the improvement of the students’ English writing. English writing teaching is lack of hierarchical structure. A good English composition should be made up of logical and accurate expressions of thoughts and ideas and its requirement of breadth and depth is high. In the present English writing teaching, the teachers just request that expression of sentence is correct. Methods of English writing teaching are inflexible. The traditional English writing teaching mode mainly includes three stages: interpreting model essay, students’ imitating the model essay and the teacher revising the essay. Students are hardly given the free space of creation, but slavishly copied, which can't afford to stimulate students interest in learning of English writing. Evaluations on writing are extensively simple. In
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2. Purpose and Significance of the Research
The research of anchored instruction in college English writing not only can enrich and develop the theory, and for China's college English writing class, it plays an important role in impro，英语论文范文，英语毕业论文 |
