ABSTRACT
In recent years, under the prevailing college English reform, researchers in Chinese educational and study organizations have been trying every possible strategy to optimize learning and teaching approaches, in order to cultivate qualified intellectuals with comprehensive capabilities. Among these approaches, investigation and innovation of college English writing methods have been widely conducted, since writing proficiency is regarded as critical ability for non-English majors to compose professionally. Despite the ability to master all five languages, students’ performance on writing is least satisfactory, ranking the lowest in Cet 4 (College English Test, Band 4). The underlying reason is admittedly attributed to the traditionally adopted writing methodology that trapped both instructors and learners. Usually, instructors assign 3-4 writing tasks each term, directing students to utilize and follow newly learned vocabularies, sentences and discourse structures to write. Yet, within a given format of structures, students find certain assignments dull enough, hence losing their interest in writing. They would in turn download and copy online to cope with these tasks. During the time of evaluation, teachers select several well-shaped papers to share with students, which definitely dis-
courage the learners’ creating initiative and enthusiasm. Likewise, they feel that the teachers’ limited feedback is insufficient to stimulate writing urges. Consequently, the learners’ writing competence is gradually deteriorating.
