Chapter One Introduction
本章将介绍从以下观点：当前的探讨和论文的背景，探讨的目的和意义，035,044和组织的论文。
This chapter introduces the present study and the thesis from the followingperspectives: the background of the research, the purpose and significance of theresearch, and the organization of the thesis.
1.1 Background of the Thesis
大学英语课程的大学留学，这是一个在中国非英语系学生的英语语言课程所需的重要课程之一。这条路发挥日益重要的影响，在培养学生成为合格的毕业生在中国。在现代社会中，大中专毕业生预计将有由于上级英语水平。因此，大学英语教学已经引起了人们的关注，在国内和国外。写作，写作的活动或职业，作为一个学术课题，是深深植根于亚里士多德的经典言论。围绕发明，安排，风格，内存和交付，亚里士多德修辞的目的是为受过良好的教育（通常是男性）个人。 “主导课程的工作在18世纪美国大学的课程中已经教英语的大学”（兰格阿林顿，1992年，第688页），并仿照，组成（花和Hayes，1981）当前的探讨表明，写作是一个极其复杂的智力语言的过程。这个过程涉及到的递归运用广泛的思维能力和语言表达能力。我们发现输送和组织他们通过书面的新思路和新措施。维维安扎迈勒谈写“的过程，通过它的意思，如果创建”（扎迈勒，1987）。当学生写的，他们需要思考的目的而定，他们是写作的知识，兴趣，能力的人，他们是写作。因此，英语论文，学生还需要学习各种写作的目的，这些目的，以及相关的词汇和语法术语的样式和格式。 Raime（1983）指出：“一个学生是谁赋予的工作过程，英语论文网站，以及适当的反馈读者如教师或其他学生的时间，会发现新的思路，新的句子，他计划新词写的第一稿，并修改他写了第二稿。
College English course is one of the essential courses required for the universitystudents, which is an English language course for non-English majors in China. It hasbeen playing an increasingly significant role in training students to become qualifiedgraduates in China. In the modem society, college graduates are expected to have ahigher English proficiency. Therefore, College English Teaching has attracted muchattention both at home and abroad.Writing, the activity or occupation of writing, as an academic subject, is deeplyrooted in classic Aristotelian rhetoric. Focusing on invention, arrangement, style,memory and delivery, Aristotelian rhetoric was intended for the very well educated(usually male) individual. It "dominated course work in American colleges during the18th century and was modeled after the curriculum already taught in Englishuniversities" (Langer & Allington, 1992，p. 688).Current research in composing (Flower & Hayes, 1981) shows that writing is anextremely complex intellectual-linguistic process. This process involves the recursiveapplication of a wide range of thinking skills and language abilities. We discover newideas and new ways of conveying and organizing them through writing. Vivian Zameltalks about writing as "a process through which meaning if created"(Zamel, 1987).When students are writing, they need to think about the purpose for which theyare writing and the knowledge, interests, and abilities of the people they are writingfor. So the students also need to learn the styles and formats for all kinds of writingpurposes, and the lexical and grammatical terms related to those purposes as well.Raime (1983) points out that “a student who is given the time for the process to work,along with the appropriate feedback from readers such as the teacher or other students,will discover new ideas, new sentences, and new words as he plans, writes a first draft，and revises what he has written for a second draft.
The writing skill, as an integral part of language learning, is required forundergraduate students. As a required linguistic skill, College English writing has itsown component knowledge, learning and communicating strategies. The teaching aimof College English writing is to develop students' communicative ability in English,enable them to develop effective capacity in their future work and social interactions.In addition，they will be able to enhance their ability to study independently andimprove their cultural quality so as to meet the needs of Chine
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