1.1 Research Background
Producing the extended writing with great fluency and coherence isprobably difficult for most of the English learners in China (Nunan, 2017).Teachers and students in the college have not attached the great importance tothe writing teaching recently (Zhang Xuemei2017). Even though a large numberof scholars have explored quite a few writing approaches to improve learners’writing competence, the writing teaching results are far from satisfactory and thelearners’ writing level remains in the stagnant state. Besides, their writing scorescannot reach the standard (Li Sen, 2017). Among all of the English skills,writing skill is the weakest and worst one (Huang Yuanshen, 2017). Learners'expression ability falls behind their lexical, grammatical and reading ability and51% of the learners write the poor composition without adding enough details tothe contents (Zhang Zaixin, Wu Hongyun, Wang Xiaolu & Zhang Junxiang,1995). The College English Curriculum Requirements prescribes that teachersshould put enough emphasis on utilizing the textbooks and exploring thetextbook function to develop students comprehensive skills (2017). Among thecollege English teaching and learning materials, New Horizon College English(NHCE) is one of the most outstanding textbook series. NHCE requires thatcollege students in the first semester need learn to write different kinds ofparagraphs they learned, such as cause-effect relation paragraph,comparison-contrast relation paragraph, time sequence paragraph and so forth(Zheng Shutang, 2017). Thus, practicing how to develop the diverse paragraphsis one of the rewriting aspects in the present study.
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1.2 Research Purpose and Significance
College English teachers have spent more time on reading training, which belongs to input category, while they pay less time and attention to students’speaking and writing which belong to the output category (Deng Yingling &Guo Yan, 2017). The present thesis attempts to attach importance to writingbelonging to the output category. In this study, text-based rewriting method isemployed so as to activate learners' outputting consciousness. What’s more, theauthor tries to apply and popularize the text-based rewriting method in thecollege English writing teaching and learning. With the aid of the rewritingmethod and functions of Output Theory, the author wants to develop learners’writing competence.In the process of rewriting texts, the author attempts to explore thenoticing function and hypothesis-test function of Output Theory employed in therewriting training. Swain stated that noticing function and hypothesis-testfunction of the OT could facilitate students to learn the foreign language better(1995). Marking what leaners notice in the process of writing passagesconsciously could advance learners’ writing ability (You Yinghui, 2017).
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2. Literature Review
2.1 Definition of Rewriting
It is familiar to us that rewriting is widely used in mother-tongue articlerewriting in China to practice enhancing students’ writing level. Rewritingtraining furnishes the various writing contents for students and pushes them tothink and output the original passages creatively (Hao Hengkui, 2017). Learnersare encouraged to rewrite passages creatively, which can facilitate leaners toobtain and use the language more effectively ，英语论文网站，英语论文
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