| ABSTRACT | 第1-5页 |
| 中文摘要 | 第5-9页 |
| I. Introduction | 第9-12页 |
| ·The importance of English writing | 第9页 |
| ·Problems existed in Traditional English writing teaching in senior middle schools | 第9-11页 |
| ·Overemphasis on "product" and insufficient guide to "process" | 第10页 |
| ·Teacher-centred, neglecting the cooperative learning between students | 第10页 |
| ·Traditional method of revising | 第10-11页 |
| ·Students' lack of motivation to English writing | 第11页 |
| ·The purpose and significance of the study | 第11-12页 |
| ·Demands of New English Curriculum Standard | 第11-12页 |
| ·Demands of the organizational form of teaching | 第12页 |
| II. Literature Reviews | 第12-20页 |
| ·Cooperative learning | 第12-20页 |
| ·The definition of cooperative learning | 第12-14页 |
| ·The elements of cooperative learning | 第14-15页 |
| ·Importance of Cooperative learning | 第15-17页 |
| ·Studies of cooperative learning abroad | 第17-19页 |
| ·Studies of cooperative learning in China | 第19-20页 |
| III. Theoretical Framework | 第20-29页 |
| ·Four major theoretical theories of cooperative learning | 第20-26页 |
| ·Developmental perspective | 第21-23页 |
| ·Motivational perspective | 第23页 |
| ·Cognitive elaboration perspective | 第23-24页 |
| ·Social interdependence perspective | 第24-26页 |
| ·The process writing approach | 第26-29页 |
| ·The definition of Process Writing Approach | 第26页 |
| ·Theoretical Foundation for Process Writing Approach | 第26-28页 |
| ·The process writing approach applied in the teaching of EFL writing | 第28-29页 |
| IV. Methodology | 第29-35页 |
| ·Aims | 第29页 |
| ·Hypotheses | 第29页 |
| ·The experiment | 第29-35页 |
| ·Subjects | 第29-30页 |
| ·Research instruments | 第30-31页 |
| ·Procedure | 第31-35页 |
| V. Findings and Discussion | 第35-43页 |
| ·Analysis of three tests | 第35-37页 |
| ·Analysis of the Questionnaire I | 第37-40页 |
| ·Analysis of Questionnaire II | 第40-43页 |
| VI.Conclusion | 第43-45页 |
| References | 第45-47页 |
| Appendix | 第47-57页 |
| ACKNOWLEDGEMENTS | 第57页 |
