| Acknowledgements | 第1-10页 |
| Synopsis | 第10-14页 |
| Introduction | 第14-17页 |
| Chapter One Findings of a Questionnaire and the Current Approach to Marking Student Writings | 第17-23页 |
| 1．1． Student questionnaire data on teacher feedback patterns | 第17-18页 |
| 1．2． The necessity of raising awareness on writing as a process | 第18-19页 |
| 1．3． The trouble spot between teacher and learner | 第19-21页 |
| 1．4． The new role of the writing teacher | 第21-23页 |
| Chapter Two Some Aspects of the Learner's Individual Differences | 第23-33页 |
| 2．1． The importance of focusing on individual differences | 第23-24页 |
| 2．2． Learning styles and some major categories | 第24-30页 |
| 2．2．1． Field-independence vs． field-dependence as a cognitive style | 第25-27页 |
| 2．2．2． Extroversion vs． introversion | 第27页 |
| 2．2．3． Tolerance of ambiguity vs． ego boundaries | 第27-29页 |
| 2．2．4． Analytic vs． global | 第29-30页 |
| 2．2．5． Reflection vs． impulsivity | 第30页 |
| 2．3． Differences in learner's affective factors | 第30-32页 |
| 2．3．1． Language anxiety | 第30-31页 |
| 2．3．2． Inhibition vs． risk-taking | 第31页 |
| 2．3．3．Self-esteem | 第31-32页 |
| 2．4．Gender-related differences | 第32-33页 |
| Chapter Three Implications for Effective Response | 第33-56页 |
| 3．1．Using learner's style data for tailoring instruction | 第33-36页 |
| 3．2．An overview of the function of feedback | 第36-38页 |
| 3．3． EFL learner's differences and feedback adaptation | 第38-56页 |
| 3．3．1． Feedback as an on-going dialogue | 第42-43页 |
| 3．3．2． The feedback in favor of interaction | 第43-48页 |
| 3．3．3． The feedback in support of writer's autonomy | 第48-52页 |
| 3．3．4． Humanistic considerations in the response | 第52-55页 |
| 3．3．5． The feedback without bias | 第55-56页 |
| Conclusion | 第56-57页 |
| Bibliography | 第57-63页 |
| Appendix | 第63页 |
