| Acknowledgements | 第5-6页 |
| Abstract | 第6-7页 |
| 摘要 | 第8-12页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 Research Background | 第12-14页 |
| 1.2 Research Purpose and Significance | 第14页 |
| 1.3 Structure of the Thesis | 第14-16页 |
| Chapter Two Literature Review | 第16-34页 |
| 2.1 Meta-cognitive Strategies | 第16-22页 |
| 2.1.1 Definition of Meta-cognitive Strategies | 第16-17页 |
| 2.1.2 Components of Meta-cognitive Strategies | 第17-22页 |
| 2.2 Writing | 第22-27页 |
| 2.2.1 Nature of Writing | 第22-23页 |
| 2.2.2 Writing Proficiency | 第23-25页 |
| 2.2.3 Roles of Meta-cognitive Strategies in English Writing | 第25-27页 |
| 2.3 Related Research on English Writing and Meta-cognitive Strategies | 第27-31页 |
| 2.3.1 Studies on the Correlation between Meta-cognitive strategies andEnglish Writing proficiency | 第28-29页 |
| 2.3.2 Studies on the Effects of Meta-cognitive Strategies on Students withDifferent Writing Levels | 第29页 |
| 2.3.3 Studies on the Meta-cognitive Strategies Training and English Writing | 第29-31页 |
| 2.4 A Brief Conclusion of Previous Research | 第31-34页 |
| Chapter Three Theoretic Framework | 第34-44页 |
| 3.1 Cognitive Framework for the Study | 第34-36页 |
| 3.2 Learning Strategy Training | 第36-40页 |
| 3.3 Operational Framework for the Study | 第40-44页 |
| Chapter Four Methodology | 第44-58页 |
| 4.1 Research Questions | 第44页 |
| 4.2 Participants | 第44页 |
| 4.3 Instruments | 第44-48页 |
| 4.3.1 Questionnaire and Meta-cognitive Writing Strategy self-check Table. | 第45-46页 |
| 4.3.2 Pre- and Post- Writing Tests | 第46-47页 |
| 4.3.3 Writing Tasks | 第47-48页 |
| 4.3.4 Writing Log | 第48页 |
| 4.4 Research Procedure | 第48-56页 |
| 4.4.1 Pre-test | 第48-49页 |
| 4.4.2 Meta-cognitive Writing Strategies Training | 第49-56页 |
| 4.4.3 Post-test | 第56页 |
| 4.5 Data Collection and Analysis | 第56-58页 |
| Chapter Five Results and Discussion | 第58-72页 |
| 5.1 Results of the Study | 第58-68页 |
| 5.1.1 Results of Senior High School Students’ Meta-cognitive WritingStrategies Use | 第58-61页 |
| 5.1.2 Results of the Effects of Meta-cognitive Writing Strategies Training on theFrequency of Senior High School Students’ Use of Meta-cognitive Strategies inEnglish Writing | 第61-64页 |
| 5.1.3 Results of the Effects of Meta-cognitive Writing Strategies Training onEnglish Writing Proficiency | 第64-68页 |
| 5.2 Discussion | 第68-71页 |
| 5.2.1 Senior High School Students’ Low Deployment of Meta-cognitiveStrategies Use in English Writing | 第68-69页 |
| 5.2.2 The Effects of Meta-cognitive Strategies Training on the Frequency ofSenior High School Students’ Use of Meta-cognitive Strategies | 第69-70页 |
| 5.2.3 The Effectiveness of Meta-cognitive Strategies Training in ImprovingSenior High School Students’ English Writing Proficiency | 第70-71页 |
| 5.3 Summary | 第71-72页 |
| Chapter Six Conclusion | 第72-76页 |
| 6.1 Major Findings | 第72-73页 |
| 6.2 Pedagogical Implications | 第73-75页 |
| 6.3 Limitations of the Study | 第75-76页 |
| References | 第76-82页 |
| Appendix 1 英语写作元认知策略问卷 | 第82-84页 |
| Appendix 2 写作元认知策略自检表 | 第84-85页 |
| Appendix 3 Writing tests | 第85-87页 |
| Appendix 4 Writing tasks | 第87-91页 |
| Appendix 5 高考作文评分标准表 | 第91页 |
