| Abstract in English | 第1-5页 |
| Abstract in Chinese | 第5-9页 |
| Synopsis | 第9-13页 |
| Contents | 第13-14页 |
| List of figures | 第14页 |
| List of tables | 第14页 |
| List of appendices | 第14-15页 |
| Abbreviations | 第15-16页 |
| Chapter One:Introduction | 第16-19页 |
| Chapter Two:Literature Review | 第19-38页 |
| ·Writing Processes | 第20-25页 |
| ·The reasons for writing | 第20-21页 |
| ·Different abilities of "skilled" and "unskilled" writers | 第21-22页 |
| ·The role of L1 knowledge and L2 proficiency in L2 writing | 第22-23页 |
| ·Writing differences: L1 vs. L2; ESL vs. EFL | 第23-25页 |
| ·Approaches to teaching writing | 第25-30页 |
| ·Product approach | 第28-29页 |
| ·Process approach | 第29-30页 |
| ·Empirical studies on approaches to teaching of L2 writing | 第30-34页 |
| ·Empirical studies abroad | 第30-32页 |
| ·Empirical studies in China | 第32-34页 |
| ·Critiques on the previous studies | 第34-35页 |
| ·Summary | 第35-38页 |
| Chapter Three:An Experimental Study on the Research Questions | 第38-56页 |
| ·Method | 第39-44页 |
| ·Subjects | 第39-40页 |
| ·Research design | 第40-41页 |
| ·Instrumens | 第41-42页 |
| ·Questionnaires | 第41页 |
| ·The writing tests | 第41-42页 |
| ·Procedures | 第42-44页 |
| ·Pedagogical framework for the study | 第44-46页 |
| ·The product writing instruction | 第44-45页 |
| ·The process writing instruction | 第45-46页 |
| ·Scoring and analytic methods | 第46-47页 |
| ·Data collection | 第47-50页 |
| ·Phase One Instruction | 第48-49页 |
| ·Phase Two Instruction | 第49-50页 |
| ·Data analysis | 第50-51页 |
| ·Results of the study | 第51-56页 |
| ·Quantitative analysis | 第51-53页 |
| ·Qualitative analysis | 第53-56页 |
| ·Subjects on the positive side | 第54-55页 |
| ·Subjects on the negative side | 第55-56页 |
| Chapter Four:Discussion and Conclusion | 第56-68页 |
| ·Discussion of the findings | 第56-62页 |
| ·Major findings | 第56-57页 |
| ·Discussion | 第57-62页 |
| ·Different instructional functions of the two approaches | 第57-58页 |
| ·Low writing ability students benefited more from the "product approach" than they did from the "process approach" | 第58-60页 |
| ·High writing ability students benefited more from the "process approach" than they did from the "product approach" | 第60-62页 |
| ·Conclusion | 第62页 |
| ·Implications | 第62-65页 |
| ·Limitations | 第65-68页 |
| References | 第68-72页 |
| Appendices | 第72-80页 |
| Acknowledgement | 第80页 |
