【正文】 ding English literature, customs, politics, religions, and ways of life and so on should be added in the curriculum. For example, analyzing to students some excellent articles written by native people may be a good way. Students should also be encouraged to read newspaper and magazines, watch films and play roles. Reinforcing the contrastive analysisContrastive analysis is the most essential way to intercultural research, which is also a mon way to learn (Gao Yuan, 2002: 2). English and Chinese still have similarities on every aspect. On the one hand, we should make full use of the positive transfer. On the other hand, there are more differences between English and Chinese. It is necessary for us to contrast and analyze them so that to avoid the interference. Building up a good knowledge of English vocabulary and grammarWe can find that negative transfer causes a lot of mistakes both at the lexical level and the grammatical level, which greatly damage students’ writing. Vocabulary and grammar are the most basic elements in improving students’ writing petence. However, many Chinese students use English vocabulary and grammar in a wrong way: they remember English words by translating them into Chinese but neglect their usage in the context, the collocations etc.。 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 carelessly。 some students have better understanding for the topics while others do not. I hope this brief survey has provided a beginning, and even a motivation to explore further.ReferencesChen, Jing. How Chinese Proficiency Affects English Language Learning. Journal of Inner Mongolia Normal University (Philosophy amp。 Social Science), , 2006: 12025.Li, Hong and Xun, Luling. Writing and Practice. Sichuan: Sichuan University Press, 2004.Li, Jianhua. Negative Language Transfer in College English Writing by Chinese Students: Problems and Strategies. CEL EA Journal (Bimonthly), , 2007: 8894. Richards, ., Platt, J. amp。 Platt, H. Dictionary of Language Teaching and Applied Linguistics. Beijing: Foreign Languages Teaching and Research Press, 2000.Towell, R. Approaches to Second Language Acquistion. London: London Press, 1994.Zhang, Yanping. On Negative Transfer of Chinese in Students’ EFL Writing. 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