【正文】 ssley, 2002). So during the process of instruction, only when the scaffolding is put up in time and rightly can the children arrive at their zones of proximal development. In other words, timely and appropriate scaffolding is the base of the zone of proximal development. The students’ potential abilities can not be developed without effective supports or with ineffective supports. 5. Scaffolding Theorybased Writing Teaching Learning supportsTeaching has a supportive dimension and scaffolding is the term widely used to describe effective learning support. Students require intensive instructional support when learning important skills and strategies that are challenging and in the zone of proximal development. The “scaffolds” provided by a teacher do not make the task itself easier, but rather make it possible for a learner to plete the task with support. But what supports can a teacher offer his/her students to help them finish the task? The support that is given in educational scaffolding es in the form of modeling, giving students cues, prompts, hints, and partial solutions.The principles are to provide experience of the knowledge construction process, to provide experience in and appreciation of multiple perspective, to create learning tasks that are relevant and authentic, to encourage ownership and voice in the learning process, to embed learning in social experience, to encourage the development of multiple modes of representation, and to encourage selfawareness of the knowledge construction process. Beed, Hawkins and Roller (1991) state that learning supports should include assisted modeling, element identification and strategy naming. Assisted modeling means that teachers provide some coaching and models that enable the pletion of the task. Element identification is that the teacher identifies the elements of the desired approach or strategies to help students plete the task. Strategy naming is about the teacher’s articulation of a relevant strategy and students’ employment of it on their own. Based on those discussed above, an English teacher can provide the students with the following learning support during English writing instruction so as to help them improve their writing skills gradually. Steps of organizing an English writing lesson In a dynamic exciting classroom, scaffolding best occurs in learning situations where the students have the opportunity to share their thoughts through discussion, conversation and support. The gradual release of responsibility model requires variable amounts of assistance. In the first stage, the teacher has high responsibility for modeling and explaining the learning task. In the second stage, the teacher and students share responsibility for learning. Students practice the task, and the teacher gives constructive feedback. When students are ready for the third and final stage, they take on all or nearly all of the responsibility for the work. Teachers who assess students to provide the right amount of challenge and reflect on how they can provide just the right support and its gradual release will have students who attain high levels of achievement.Scaffolding is used in a very wide range of situations. Based on Scaffolding Theory and the Zone of Proximal development, how can the teacher organize an English writing lesson? How can the teacher provide students with helpful learning supports and help them make great progress in English writing? And the most important is that how the teacher can do to make students plete writing without any supports in the end. It can break down into the following steps. Step 1: Dividing the class into groups of four to sixThere is good evidence that, if the tasks are well designed, learners working in groups get far more practice in speaking and participating in conversation in group work than they ever could in a teachercentered class. While dividing groups, the teacher should provide students with strategy on group division. The groups should not be too small or too big. If there are too many people in a group, it will reduce the students’ participation in the activity. That is to say, perhaps some of them will have fewer or no chance to express their ideas while discussing, whereas in a too small group, group members are not able to share enough ideas with others. Besides teachers should also consider that each group be made up of boys and girls, and different levels of students. If necessary, students can choose their peers with freeness. Step 2: Group discussion and debate In this step, students have brainstorming practice. They can express their ideas about the topic given freely, and they make a plan of the writing before they start. In groups, the idea is to generate lots of questions about the topic. This helps students focus on audience as they consider what the reader needs to know. The answers to these questions will form the basis to the position. While the students are discussing and taking notes, the teacher helps students with topics, helping them develop ideas in a positive and encouraging way. If necessary, the teacher can join the students in discussion. But remember that the teacher should remain in the background during this phase, only supplying language support when students need it, so as not to inhibit students in the production of their ideas. They can all brainstorm for facts, for feelings, for ideas, for personal memories and even for images. Step 3: Writing severallyAfter adequate discussion, each student begins to write the first draft on his/her own. First, the students write quickly on a topic for five to ten minutes without worrying about correcting language or punctuation. They just writing as quickly as possible, if they cannot think of a word they leave a space or write in their own language. The most important thing is to keep writing and pay attention to information needed. And then students revise their own products organizing the informat