| 中文摘要 | 第1-3页 |
| Abstract | 第3-5页 |
| 中文文摘 | 第5-9页 |
| Introduction | 第9-12页 |
| Chapter One The Importance of Writing for Middle School Students and the Significance of the Research | 第12-18页 |
| ·The Importance of Writing | 第12-15页 |
| ·What is writing? | 第12-13页 |
| ·Functions of writing | 第13-15页 |
| ·Writing Requirements for Middle School Students in China | 第15-17页 |
| ·Writing Requirements in New English Curriculum Standards | 第15页 |
| ·Writing Requirements in National Matriculation English Test | 第15-17页 |
| ·The Problem of student's writing | 第17页 |
| ·The Significance of the research | 第17-18页 |
| Chapter Two Hypothesis | 第18-26页 |
| ·Relevant Theories and Researches of Writing | 第18-23页 |
| ·Models of writing | 第18-19页 |
| ·A brief review of teaching approaches | 第19-22页 |
| ·Towards a synthesis:writing in the process genre approach | 第22-23页 |
| ·Background of the hypothesis | 第23-24页 |
| ·Theoretical basic of the hypothesis | 第24-25页 |
| ·Hypothesis and questions | 第25-26页 |
| Chapter Three The Building of SPST Writing Model | 第26-44页 |
| ·Description of sentence patterns | 第26-32页 |
| ·Four sentence patterns of English | 第26-28页 |
| ·Other patterns that add variety to writing | 第28-29页 |
| ·Three major contrasts between English and Chinese sentence structures | 第29-32页 |
| ·Approaches to sentence patterns | 第32-34页 |
| ·Practice of structures | 第34-40页 |
| ·Schemata theory and structures | 第34-35页 |
| ·Establishment of schemata of structures | 第35-37页 |
| ·Cohesion | 第37页 |
| ·Conjunction | 第37-40页 |
| ·Practice of topics | 第40-41页 |
| ·Integration of sentence patterns,structures and topics | 第41-44页 |
| Chapter Four A Case Study | 第44-54页 |
| ·Subjects | 第44页 |
| ·Pre-test | 第44-48页 |
| ·Writing task | 第44-45页 |
| ·Data | 第45-46页 |
| ·Data Collection | 第45页 |
| ·Data processing | 第45-46页 |
| ·Statistics and descriptions | 第46-48页 |
| ·A questionnaire after the pre-test | 第48-49页 |
| ·Post-test | 第49-52页 |
| ·Data collection | 第49-52页 |
| ·Average of scores | 第52页 |
| ·A questionnaire after the post-test | 第52-54页 |
| Chapter Five Discussion and Conclusion | 第54-60页 |
| ·Contributions of the SPST model to writing | 第54-56页 |
| ·Contributions to strategy training in foreign language writing | 第54页 |
| ·Contributions to the awareness of audience and purpose | 第54页 |
| ·Contributions to problem-solving | 第54-55页 |
| ·Contributions to the coherence of the text | 第55-56页 |
| ·Teachers'role in the building of SPST Model | 第56-58页 |
| ·Teachers as diagnosticians | 第56-57页 |
| ·Teachers as coaches | 第57页 |
| ·Teachers as coordinators | 第57-58页 |
| ·Teachers as mediators | 第58页 |
| ·Conclusion | 第58-59页 |
| ·Limitations of the thesis | 第59页 |
| ·Further research | 第59-60页 |
| Bibliography: | 第60-63页 |
| Appendix Ⅰ:中学生英语写作情况问卷调查(After the Pre-Test) | 第63-65页 |
| Appendix Ⅱ:The Result of the Questionnaire after the Pre-Test | 第65页 |
| Appendix Ⅲ:SPST写作模式训练问卷调查(After the Post-Test) | 第65-67页 |
| Appendix Ⅳ:The Result of the Questionnaire after the Post-Test | 第67页 |
| Appendix Ⅴ:The Scores of the Students in the Pre-Test and the Post-Test | 第67-69页 |
| Acknowledgement | 第69页 |
