Chapter 1 Introduction
1.1 The Source of the Inspiration of this thesis
During the author's three-month internship in a class of grade two in a seniorhigh school, through everyday class observation and conversations with English as aforeign language teachers (referred to as EFL teachers in the following pages) as wellas senior high school students, the author has found that there often appear weirdexpressions and even errors in both the students' spoken and written English. Whatarouses the author's curiosity is that weird expressions and errors in students' spokenEnglish in class can be timely given feedback by the EFL teachers; however, it is notthe same situation concerning those in the students' English writings.The author herself thinks about the reason for some time and then raises thequestion for both the EFL teachers and the senior high school students. It turns outthat most of the EFL teachers feel that there is so much to cover in class and that theteaching schedule line is so tight that it is almost impossible for them to allocate particular time to English writing teaching. Therefore, the routine is that the EFLteachers assign a writing task at the end of class and ask the students to accomplish ashomework. Then after the writing assignments are collected, since the EFL teachershave so much work to do，英语论文题目，英语毕业论文，they usually underline the errors and give a score for eachpiece of writing. They do not have the time and energy to give feedback to thestudents one by one. The best they can do is emphasize the errors made by themajority of the students and provide the correct expressions and usage.
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1.2 The Significance of this Study
As English is a language used world-widely，it is very essential to cultivateChinese students' communicative ability. Among the four integrated skills of listening, reading, speaking and writing, writing is a productive one perhaps of the mostsignificance as well as challenge for Chinese senior high school students. It is alsotrue that writing is the very one that can best represent students' comprehensiveexpression ability and language proficiency.According to the General High School English Curriculum Standards(Experimental) (referred to as the Standards later), the general objective of seniorhigh school English curriculum is to further clarify the aim of English learning on thefoundation of the former periods of English learning. It emphasizes cultivating^ ,,,students' autonomous and cooperative learning abilities and helping them to mastereffective learning strategies. It also stresses the importance of improvingcomprehensive language application ability and the ability to use English to obtainand deal with information and analyze and solve problems. It particularly lays greatemphasis on the improvement of students' ability of thinking in a western way andexpressing themselves idiomatically. As stated in the Standards, students'comprehensive language application abilities are founded on the formation anddevelopment of their language skills, language knowledge, affection and attitude,learning strategies and cultural awareness. Among these five elements, language skillsand language knowledge are the basis of comprehensive language application abilities;affection and attitude is an important factor affecting students' learning anddevelopment; learning strategies are the prerequisite t
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