| Acknowledgements | 第1-3页 |
| 中文摘要 | 第3-5页 |
| Abstract | 第5-10页 |
| Chapter One Introduction | 第10-18页 |
| ·The significance of English writing teaching in Senior Middle School | 第10-16页 |
| ·The purpose of the present study | 第16-17页 |
| ·Framework of the thesis | 第17-18页 |
| Chapter Two Literature Review | 第18-30页 |
| ·Concept of cooperative learning | 第18-19页 |
| ·Essential components of cooperative learning | 第19-21页 |
| ·Positive interdependence | 第20页 |
| ·Individual and group accountability | 第20页 |
| ·The Promotion of interaction | 第20页 |
| ·Social and small group interpersonal skills | 第20-21页 |
| ·Group processing | 第21页 |
| ·Theoretical foundations on cooperative learning | 第21-25页 |
| ·Motivational Theory | 第21-22页 |
| ·Social Cohesion Theory | 第22-23页 |
| ·Developmental Theories | 第23-24页 |
| ·Cognitive Elaboration Theories | 第24-25页 |
| ·Process writing approach | 第25-28页 |
| ·Concept of the process writing approach | 第25-26页 |
| ·Cognitive process theories of writing | 第26-28页 |
| ·The advantages of process writing approach | 第28页 |
| ·The current research status of cooperative learning in teaching English writing | 第28-30页 |
| Chapter Three Models and its application in the English writing classroom | 第30-42页 |
| ·Introduction of cooperative learning models | 第30-33页 |
| ·An inquiry model | 第30-31页 |
| 3. 1. 2. A teacher-directed model | 第31-32页 |
| 3. 1. 3. A structural model | 第32-33页 |
| 3. 1. 4. A process model | 第33页 |
| 3. 2. The application of cooperative learning in English writing teaching classroom | 第33-42页 |
| 3. 2. 1. Students' grouping in cooperative writing | 第34-36页 |
| 3. 2. 1. 1. Basic cooperative writing group | 第34-35页 |
| 3. 2. 1. 2. Temporary cooperative writing group | 第35页 |
| 3. 2. 1. 3. Experts writing group | 第35-36页 |
| 3. 2. 2. Roles of the teacher and learners in cooperative writing | 第36-38页 |
| 3. 2. 2. 1. Teacher roles in cooperative writing | 第36-37页 |
| 3. 2. 2. 2. Learners roles in cooperative writing | 第37-38页 |
| 3. 2. 3. Cooperative learning strategies in English writing teaching classroom | 第38-42页 |
| Chapter Four Research Methodology | 第42-46页 |
| 4. 1. Research questions | 第42页 |
| 4. 1. 1. Hypotheses | 第42页 |
| 4. 2. Subjects | 第42-43页 |
| 4. 3. Instruments | 第43-46页 |
| 4. 3. 1. English writing tests | 第43-44页 |
| 4. 3. 2. Questionnaires | 第44页 |
| 4. 3. 3. Observation of English writing class | 第44-45页 |
| 4. 3. 4. Thepost-test reflective interview | 第45-46页 |
| Chapter Five Results and Discussion | 第46-65页 |
| 5. 1. The analysis of the tests | 第46-51页 |
| 5. 1. 1. Discussing the pre-test | 第46-48页 |
| 5. 1. 2. Discussing the post-test | 第48-51页 |
| 5. 1. 2. 1. The experimental group's English writing academic achievement versus that of the control group | 第49-50页 |
| 5. 1. 2. 2. The ability of the experimental group in English writing versus that of the control group | 第50-51页 |
| 5. 2. The analysis of questionnaires | 第51-58页 |
| 5. 2. 1. Discussion of the questionnaire Ⅰ | 第51-55页 |
| 5. 2. 2. Discussion of the questionnaire Ⅱ | 第55-58页 |
| 5. 3. Writing classroom observation and discussion | 第58-59页 |
| 5. 4. Analysis of the post-test reflective interview | 第59-60页 |
| 5. 5. Implementing cooperative learning—problems and measures | 第60-65页 |
| 5. 5. 1. Discipline problems from writing groups | 第61-62页 |
| 5. 5. 2. Individual factors | 第62页 |
| 5. 5. 3. Cultural difference | 第62-63页 |
| 5. 5. 4. Over-dependence on the mother language | 第63-64页 |
| 5. 5. 5. Lack of sense of responsibility | 第64-65页 |
| Chapter Six Conclusion | 第65-70页 |
| 6. 1. Major findings of the research | 第65-67页 |
| 6. 2. Implications from the research | 第67-68页 |
| 6. 3. Suggestions for further research | 第68-70页 |
| References | 第70-73页 |
| Appendixes | 第73-83页 |
| Appendix Ⅰ | 第73-75页 |
| Appendix Ⅱ | 第75-76页 |
| Appendix Ⅲ | 第76-77页 |
| Appendix Ⅳ | 第77-78页 |
| Appendix Ⅴ | 第78-79页 |
| Appendix Ⅵ | 第79-81页 |
| Appendix Ⅶ | 第81-83页 |
