【正文】 chers seldom write ments on the students’ papers. They just give students a mark or a grade.Of course there are some difficulties for teachers to teach English writing. The difficulty in writing teaching is how to correct students’ papers. Error correction is an important part of teaching. In most of senior high school, teachers are required to correct all of the students’ homework because of examineoriented system. They must spend a lot of time to grade or correct the students’ homework. However, that is not the only problem. As is know to all, one of the features of Chinese education is that middle schools usually have large class size with a total of more than 60 students in a class. An English teacher is usually in charge of two classes and some even have three classes. Thus, it often takes hours for a teacher to correct students’ written exercises and it takes even days to correct the position of a class of more than sixty. This task has bee a burden or even a fear to middle school English teachers, so quite a number of teachers are afraid of assigning the students writing task and have to reduce the writing, which affecting the efficiency of position teaching. Problems in students’ English writing Students’ problems in English writing can mirror some inadequacies of English writing teaching in the middle schools. As Brown observes, motivation is probably the most often used catchall term for explaining the success or failure of virtually any plex task (Charles, 1984: 116).However, although English is a required subject in China, quite a number of students don’t show much interest in it, especially in English writing. They even have a fear for it. For many senior high school students, writing is more of an obstacle than an opportunity. Apart from the purpose to continue their study at college, many of them do not think they need to spend so much time and energy learning to write, for they cannot see the direct use of it. As writing seems difficult and threatening and also dull, they just take it reluctantly, even with fear. For most of them, the only motivation for writing is to pass exams or to finish the tasks assigned by their teachers. As a result, teachers find it hard to motivate their students. There is no doubt that low motivation accounts for students’ failure to learn English, especially English writing. Another problem is that middle school students are lacking sustained practice of writing because they don’t have any English writing course at school. General speaking, they don’t write without exams. Their draft papers are reduced to about five or six in one term, which is far from enough pared to the exercises on other skills like reading and listening. The most serious problem with students is that most of the senior students fail to have a good mand of English position. We all know that practice makes perfect, so how can we ask the students to produce good products without sufficient practice?3. On the Rules of Writing Definition of WritingThe writing term “writing” may have at least two meanings. One is the act of writing. The other is the more generally recognized meaning: to express ideas and opinions by use of written words sentences. “Writing which involves posing” (Grabe amp。 Bereiter, 1986). This is acplished by a control structure that permits virtually any subprocess to incorporate any other subprocess. The processes and subprocesses can be “recursive”, which means the whole planning process may be called up in the service of editing, or the reviewing process may be called up for the purpose of arriving at an organizing decision. TASK ENVIRORNMENTTEXT PRODUCEDSO FARTHE RHETORICALPROBLEMTopic/Audience/ExigencyWRITING PROCESS REVIEWINGREVISINGEVALUATIONTRANSLATINGTHE WRITER’S LONGTTERM MEMORYKnowledge of Topic,AudienceAnd WritingPlansGOALSETTINGPLANNINGGNERTATIONORGANIZING MONITORFig. : Structure of a model of the posing process (by Hayes amp。 letting ideas interact, develop, and organize themselves。Kaplan, 1996: 4) means that writing that involves the use of English vocabulary, grammar and text to express ideas in a meaningful and logical way. The Nature of WritingThe study of language in the twentieth century has tended to concentrate on spoken language. Written language was thought by someone to be spoken language put into written form. Many linguists from de Saussure through to Chomsky, for what seemed like good reasons at the time, neglected the written mode in favor of the spoken. Based on a parison of oral speech, inner speech and writing, Vygotsky claims that writing is the more abstract and demanding activity. He thinks that we first experience and learn “the skill and partnership of conversation” in the external arena of direct social exchange with other people and develop “oral speech”. Then we learn to displace that “skill and partnership” by playing silently, in imagination, the parts of all the participants in the conversation, and thus develop “inner speech”. Writing (or “written speech” as he calls it) follows on and presupposes the existence of inner speech (the act of writing implying a translation from inner speech). In other words, Vygotsky thinks that writing is a process one learns through social interaction that subsequently bee internalized. This, however, contributed to the fact that writing was for a long time neglected area in language teaching. A review of student’s written work has revealed widespread and serious deficits in writing skills. Many students’ positions are lacking in ideas and coherence, and also show lapses in clarity and organization. Most students adopt Chinese thinking pattern when writing in English. Furthermore, the assumption that writing is putting the spoken language into written form is only true for activities like taking down dictation or transcribing a tape. But, there are many differences, big and smal