| 摘要 | 第1-6页 |
| Abstract | 第6-13页 |
| Introduction | 第13-19页 |
| Chapter 1 Literature Review | 第19-35页 |
| ·Main Approaches to English Writing | 第19-25页 |
| ·Product-Based Approach | 第19-21页 |
| ·Process-Based approach | 第21-24页 |
| ·Genre-Based approach | 第24-25页 |
| ·The Necessity of Applying Schema Theory into Teaching College English Writing | 第25-33页 |
| ·Comments on the Three Approaches | 第25-27页 |
| ·The Necessity of Applying Schema Theory into Teaching College English Writing | 第27-30页 |
| ·The Possibility of Applying Schema Theory in Teaching English Writing | 第30-33页 |
| ·Summary | 第33-35页 |
| Chapter 2 Schema-Theoretic Approach to English Writing | 第35-52页 |
| ·Schema Theory | 第35-37页 |
| ·Different Types of Schemata in English Writing | 第37-43页 |
| ·Linguistic Schema in English Writing | 第37-38页 |
| ·Formal Schema in English Writing | 第38-41页 |
| ·Content Schema in English Writing | 第41-43页 |
| ·Functions of Schema Theory in English Writing | 第43-51页 |
| ·Functions of Schema Theory in Information Processing | 第44-46页 |
| ·Functions of Schema Theory in Developing Writing Skills | 第46-48页 |
| ·Functions of Schema Theory in Raising Awareness of Textual Knowledge | 第48-51页 |
| ·Summary | 第51-52页 |
| Chapter 3 Research Design | 第52-70页 |
| ·Research Questions and Hypotheses | 第52-53页 |
| ·Research Subjects | 第53页 |
| ·Instruments | 第53-56页 |
| ·Questionnaire | 第54页 |
| ·Writing Tasks | 第54-55页 |
| ·Face-to-Face Interviews | 第55-56页 |
| ·Teaching Strategies in Schema-Oriented Instruction | 第56-68页 |
| ·Semantic Mapping | 第56-59页 |
| ·Experience Sharing | 第59页 |
| ·Content-Based Reading Approach | 第59-61页 |
| ·An Advanced Organizer Approach | 第61-66页 |
| ·Oral Composition | 第66-67页 |
| ·Combining Peer-Editing with Teacher-Revising | 第67-68页 |
| ·Data Collection | 第68-70页 |
| Chapter 4 Findings and Discussions | 第70-95页 |
| ·Students' Writing Proficiency in the Pretest | 第70-77页 |
| ·Results from the Questionnaire and Discussions | 第70-74页 |
| ·Results from the Pretest Writing Tasks | 第74-75页 |
| ·Discussion | 第75-77页 |
| ·Effects of Schema-Oriented Instruction on Writing | 第77-86页 |
| ·Results from the Posttest Writing Task | 第78-80页 |
| ·Discussion | 第80-86页 |
| ·Promoting Students' Effective Information Processing | 第81-82页 |
| ·Enriching Students' Schemata | 第82-83页 |
| ·Encouraging Student-Centered Learning | 第83-85页 |
| ·Noticing Students' Cognitive Psychology | 第85-86页 |
| ·Students' Attitudes towards Schema-Oriented Instruction | 第86-90页 |
| ·Results from students' Face-to-Face Interviews | 第86-88页 |
| ·Discussion | 第88-90页 |
| ·Implications to the Teaching of English Writing | 第90-94页 |
| ·Summary | 第94-95页 |
| Conclusion | 第95-98页 |
| Bibliography | 第98-107页 |
| Appendices | 第107-111页 |
| Appendix 1 | 第107-108页 |
| Appendix 2 | 第108-110页 |
| Appendix 3 | 第110-111页 |
| Acknowledgements | 第111-112页 |
| 攻读硕士学位期间主要的研究成果 | 第112页 |
