【正文】 occur in the conversion process.4. Research questionsAlmost all students have difficulty at the lexical level. They often do not know how to distinguish different parts of speech, use wrong words or wrong collocations. (Zhang Yanping, 2007: 53) They have many problems at lexical level, one of the students said. Since they do not master enough vocabulary to express their minds, they cannot use the exact words at the first time. Therefore they don’t notice the part of speech, cannot distinguish the synonyms, etc.There is always inpact sentence structure. Chinese students often ignore the tense and words order of English sentences while they wrote, thus those writing, bee runon sentences or sentence fragments, which always confuse the teachers. Obviously, the missing subjects enable the sentence to be incorrect.If Chinese students consider things only from the point of view of Chinese culture while they write in English, the negative transfer will occur in the process and, which brings difficulty to intermunicative (Long Yue, 2003: 94). The articles Chinese students write have a loose discourse mainly due to their Chinese mental concepts and logic.5. Research designThe negative transfer can be manifested by various mistakes and inappropriate usage. We are going to find the negative transfer errors from the sample writings and then analyze the causes of the errors mainly from the cultural and linguistic perspectives, finally, provide some solutions to remove the mistakes. Furthermore the errors can be seen from the Appendix I. The research lasted 6 days before this paper was written. Participants Fifteen sample articles are from thirteen students. All of the students are junior of Grade 2005 in English Department of Jiaying College. Academic background They are three boys and ten girls. Only three girls’ writings are better than others. All of them had studied English for at least nine years and had had writing lessons for two years after they majored in English. Those sample writing were required to write in writing lessons, and were checked by their teachers and classmates.6. Classification of the negative transfer errors from the sample writings Transfer at the lexical levelLexical interference mainly involves with word choice. Words are the basic units of language and human munication. It is the words that pose the English language or any other language. Apart from the correct usage of words, there can be no effective writing. But the biggest problem of word choice lies in the semantic transfer of native language. Contrasting the two languages of English and Chinese, we find that some English words and their Chinese counterparts are superficially identical, yet different by nature. In English, many synonyms are of the same meaning but their usage and grammatical features are totally different. However, these are the points to which Chinese students seldom paid attention. Collocation errorsAs we know, collocation refers to the way in which words are used together regularly (Li Jianhua, 2007: 90). In English, certain words are conventionally collocated with other certain words and the collocations cannot be changed freely. Once they were changed, the meaning of them would not be the same as before. But Chinese students who are not familiar with the collocations are likely to make mistakes。 they only memorize some grammatical rules but pay little attention to the words’ practical use. Consequently, students should build an integrated knowledge of English vocabulary and grammar. For the teachers, they should pay great attention to the practice of the vocabulary and grammar teachings or emphasize the minor problems during the teaching process. Teaching writing as a processWriting is a process which includes reading, thinking, and speaking. Reading is the most helpful way for developing writing skills (Zhou Zhaoxing, 2007: 138). They are two related language skills. Through reading, students learn how writers put sentences together and organize ideas. In addition, they acquire new words. Through writing, they will use what he has learned by reading. They also gains intensive practice in being logical. Thinking is an efficient way to develop writing. Teachers should encourage students to use some good English expressions that they have learned from the process of reading and try to help them get rid of the habit of thinking in Chinese. Thinking can also improve the organization of an article. Just in this procedure of thinking, students get some original ideas and create a logical organization of the article. After thinking, teachers can ask students to talk about their articles to each other. Talking is a procedure which is to turn the idea in their minds into reality. This procedure helps the idea bee clearer and more mature. Through talking, students may be aware of some inappropriate things in their organizations. Then, in the last procedure of writing, students can easily write an article with the logical organization and appropriate expressions. Thinking in EnglishWhen required to write a position, many students often think in Chinese and their writing seems more like a Chinese translation. So in order to produce idiomatic English writing, students must first learn to think in English.9. ConclusionFrom the above, we can see that negative transfer influence Chinese students’ English writing in many aspects. For examples, collocation errors, misuse of words, improper voice and misuse of articles. Those problems are mainly caused by the influences of different cultures and languages. Chinese students consciously do the English writing in the Chinese mode of thinking and express themselves from the point of Chinese. Therefore the negative transfers occur. For this spot check, I cannot say the design is perfect. There are still some limitations which may twist my anticipated findings. For example, students may type the wrong words carelessl