| Acknowledgements | 第1-6页 |
| Abstract | 第6-8页 |
| 内容摘要 | 第8-10页 |
| Lists of Figures | 第10-11页 |
| Chapter One—Introduction | 第11-14页 |
| ·The Origin and Aim of the study | 第11-13页 |
| ·The Structure of the Thesis | 第13-14页 |
| Chapter Two—Chapter Two Literature Review | 第14-23页 |
| ·Introduction | 第14页 |
| ·The Four Writing Approaches | 第14-21页 |
| ·Product approach | 第14-16页 |
| ·Process approach | 第16-18页 |
| ·Content approach | 第18-19页 |
| ·Genre approach | 第19-21页 |
| ·Synthesis of different approaches in teaching practice | 第21-23页 |
| Chapter Three—Theoretical Frame Work of This Study | 第23-36页 |
| ·Introduction | 第23页 |
| ·Theory of Exploratory Practice (EP) | 第23-31页 |
| ·The Concept of EP | 第23-26页 |
| ·About rethinking | 第23-24页 |
| ·About understanding | 第24-25页 |
| ·About quality of life | 第25-26页 |
| ·Key Features of Exploratory Practice | 第26页 |
| ·The relationship between EP and other approaches to practitioner Research | 第26-28页 |
| ·Development of EP | 第28-29页 |
| ·The first stage—the origin | 第28页 |
| ·The second stage—developing through practices | 第28-29页 |
| ·The third stage—developed through practices | 第29页 |
| ·Narrative, qualitative research and EP | 第29-31页 |
| ·Theories about Learning Community | 第31-36页 |
| ·The Concept of Community in Social Theories | 第32页 |
| ·Community of Practice and Social Theory of Learning | 第32-34页 |
| ·Learning Community | 第34-36页 |
| Chapter Four—Methodology | 第36-40页 |
| ·The research setting | 第36-37页 |
| ·Participants: the learners and the teacher | 第37-38页 |
| ·Data Collection | 第38-39页 |
| ·Data Analysis | 第39-40页 |
| Chapter Five—Result: teaching writing as understanding life in learning communities | 第40-68页 |
| ·The first writing assignment: a dialogue of the direction of curriculum change | 第40-44页 |
| ·The second writing task: the display of 'qulity of life' and development of collaborative learning in CoPs | 第44-48页 |
| ·The third writing assignment—from text to communities | 第48-61页 |
| ·The fourth writing assignment—learning as inquiry, learning as EP: life | 第61-66页 |
| ·A Summary | 第66-68页 |
| Chapter Six—Discussion and Implications | 第68-75页 |
| ·Focus on "quality of life" rather than on "quality of work" in writing instruction, which can be interpreted in four aspects | 第68-70页 |
| ·Peer revision activity is a meaningful leaning activity, which can promote students' collaborative learning in the communities of practice. So teachers should encourage the development of various CoPs | 第70-75页 |
| Chapter Seven—Conclusion | 第75-77页 |
| Bibliography | 第77-82页 |
| Appendix Ⅰ: The text on which the third writing task is baser | 第82-83页 |
| Appendix Ⅱ: Transcription Convention: symbol explanation | 第83-84页 |
| Appendix Ⅲ: Transcript of peer feedback to "An Embarrassing Evening" | 第84-91页 |
| Appendix Ⅳ: Transcript of peer feedback to "Name Story" | 第91-98页 |
| Appendix Ⅴ: Transcript of peer feedback to "Super-girls" | 第98-110页 |
