| 中文摘要 | 第1页 |
| ABSTRACT | 第4-7页 |
| Chapter I. Introduction | 第7-12页 |
| ·The reasons and function of writing? | 第7页 |
| ·High demands of society for English writing ability | 第7-8页 |
| ·The current situation and urgent need for improving English writing | 第8页 |
| ·Problems and solutions of English writing provided in the study | 第8-11页 |
| ·An outline of the thesis | 第11-12页 |
| Chapter II. Literature Review | 第12-24页 |
| ·Process Writing | 第12-17页 |
| ·Approaches to teaching writing | 第12-13页 |
| ·The definition of Process Writing | 第13-14页 |
| ·Theoretical foundation for Process Writing | 第14-16页 |
| ·Introduction to Process Writing | 第16-17页 |
| ·Social Constructivism | 第17-21页 |
| ·The introduction of Social Constructivism | 第17-18页 |
| ·Social Constructivist view of teachers | 第18-19页 |
| ·Social Constructivist View of Learners | 第19-20页 |
| ·Social Constructivist Perspective on Tasks | 第20页 |
| ·Constructivist View of the learning context | 第20-21页 |
| ·Contrastive Analysis | 第21-24页 |
| ·Theory of Contrastive Analysis | 第21-22页 |
| ·Contrastive Analysis and Foreign or Second Language Teaching | 第22页 |
| ·Contrastive Analysis and Error Analysis, Language Transfer and Interlanguage | 第22-24页 |
| Chapter III. The Design of the Research and Methodology | 第24-48页 |
| ·Overview | 第24页 |
| ·Objectives | 第24-25页 |
| ·Subjects | 第25页 |
| ·The process-writing procedure | 第25-33页 |
| ·Assign a communicative, meaningful theme for writing | 第25-26页 |
| ·Model essay and useful words and expressions | 第26页 |
| ·Brainstorming and mind map | 第26-29页 |
| ·Introduction of brainstorming | 第26-28页 |
| ·A mind map---a supplement to brainstorming | 第28-29页 |
| ·Drafting | 第29-30页 |
| ·Revising and reviewing | 第30-31页 |
| ·Sharing | 第31页 |
| ·Evaluation and feedback | 第31-32页 |
| ·Rubric for assessing compositions | 第32-33页 |
| ·Teacher as a friend from the socio-constructive view | 第33-34页 |
| ·Focus of teaching materials: contrastive studies of English and Chinese Writing | 第34-48页 |
| ·Language and thought | 第34页 |
| ·Thought and thought patterns | 第34-36页 |
| ·Major differences of English and Chinese thought patterns and their influences on lexicon and syntax | 第36-44页 |
| ·Rational vs. Perceptive | 第36-40页 |
| ·Objective vs. Subjective | 第40-43页 |
| ·Individual vs. Integrative | 第43-44页 |
| ·A contrastive study of English-Chinese discourse | 第44-48页 |
| Chapter IV. Results and Data Analyses | 第48-53页 |
| ·Findings of the students’interviews | 第48页 |
| ·Data collected from the questionnaires | 第48-51页 |
| ·Data from the posttest | 第51-53页 |
| Chapter V. Conclusion: general discussion, implications and suggestion | 第53-58页 |
| ·General discussion | 第53-54页 |
| ·What are the pedagogical implications of the research? | 第54-56页 |
| ·Arouse students’motivation and confidence on learning | 第54-55页 |
| ·Lead students to think in English | 第55页 |
| ·Make good use of peer-response | 第55页 |
| ·What is an ideal way of learning to write? | 第55-56页 |
| ·Limitations and suggestions for further study | 第56-57页 |
| ·Conclusion | 第57-58页 |
| References | 第58-60页 |
| Acknowledgements | 第60-61页 |
| Appendices | 第61-72页 |
| Appendix 1: Pre-experimental Questionnaire | 第61-62页 |
| Appendix 2: Post-experimental Questionnaire | 第62-63页 |
| Appendix 3: Audio text about friendship | 第63-65页 |
| Appendix 4: Topics of writing tests and tasks | 第65页 |
| Appendix 5: Sample essays of students in Experimental Group | 第65-68页 |
| Appendix 6: A letter in reply to students | 第68-70页 |
| Appendix 7: Raw scores of posttest | 第70-72页 |
| 在学期间发表的学术论文和参加科研情况 | 第72页 |
