Chapter 1 Introduaion to an EFL Writing Workshop and Its Research Context
1.1 Theoretical Background of the Study
1.2 Statement of the Phenomenon
1.3 Current Educational Context of the Study
Chapter 2 North American ESL Writing Theories and English Writing Instruction in China
2.1 Ovewiew of ESL Writing Research
2.2 Approaches to L2 Writing Pedagogy：An Overview of Current Trends
2.2.1 Focus on Form and Current—Traditional Rhetoric， 1966—
2.2.2 Focus on the Writer： Expressionism and Cognitivism， 1976—
2.2.3 Focus on Disaplinary Content and Discursive Practices， 1986—
2.2.4 Focus on Readers and Discursive Communities： Soaal Constructionism， 1986—
2.2.5 Focus on Sociopolitical Issues and Critical Pedagogy， 1990—
2.3 The Context of Education in China
2.3.1 Historical Background
2.3.2 The Coal of Education
2.3.3 The Role of the Teacher
2.3.4 Classroom Partiopation
2.3.5 Cultural Framework
2.4 Current English Writing Instruaion and Classroom Practice in China
2.4.1 Overview of English Wfiting Instruction
2.4.2 English Writing Teaching and Research in China
2.5 North American Process Writing Approach Framework in an EFL Setting
2.5.1 Characteristics of the L2 Writer
2.5.2 L1 Reader—Audience of the L2 Text
2.5.3 L2 Text—Genre and Discourse Communities
2.5.4 Contexts for L2 Writing—Cultural， Soaal， and Situational Aspeas of Writing
2.5.5 Interaction in an Authentic EFL Setting
2.6 Building Adequate Writing Competence Among EFL University Students
2.6.1 Components of Writing Profiaency
2.6.2 Factors Affeaing ESL／EFL Writing Development
2.7 Summary
Chapter 3 A Process Wniting Workshop Conduaed at a Chinese University
3.1 The Qualitative Nature of the Study
3.2 Overview of the Study
3.2.1 Research Setting
3.2.2 Partiapants
3.3 Design of the Writing Workshop
3.3.1 Theoretical Basis of the Writing Workshop
3.3.2 Goals and Objectives of the Writing Workshop
3.3.3 Writing Workshop Description
3.4 Three Sets of Empirical Data
3.41 Process Data
3.4.2 Product Data
3.4.3 Perception Data
3.5 The Analysis of Three Sets of Data
3.5.1 Process Data
3.5.2 Product Data
3.5.3 Perception Data
3.6 The Trustworthiness of the Study
3.6.1 Credibility
3.6.2 Transferability
3.6.3 Dependability
3.6.4 Confirmability
3.7 Summary
Chapter 4 Chinese Writing Teachers’’ Classroom Practice and Perceptions of Process Writing Approach
4.1 Problems and Concerns in EFL Student English Writing
4.2 EFL Teachers’’ Writing Class Praaice
4.2.1 Gao’’s Writing Class
4.2.2 Chen’’s Writing Class
4.2.3 Wang’’s Writing Class
4.2.4 Lin’’s Writing Class
4.3 EFL Teachers’’ Perceptions of North American Process Writing Aaivities
4.3.1 Gao’’s Perception
4.3.2 Chen’’s Perception
4.3.3 Wang’’s Perception
4.3.4 Lin’’s Perception
Chapter 5 Students’’ Experiences，Attitudes and Achievements from the Process Writing Workshop
5.1 Students’’ Previous Writing Experiences and Attitudes
5.1.1 Previous Wfiting Experiences
5.1.2 Previous Writing Attitudes
5.2 Students’’ Workshop Writing Experiences and Attitudes
5.2.1 Most Liked Workshop Activities and Students’’ Attitudes
5.2.2 Least Liked Workshop Activities and Students’’ Attitudes
5.2.3 Attitudes Toward Speafic Writing Strategies
5.3 Students’’ Written Evaluations of Workshop Sessions
5.3.1 Strategies to Get Started
5.3.2 Raising Awareness About Writing
5.3.3 Taking Charge of Their Own Learning in the Writing Process
5.3.4 Learning Specific Strategies and Applying to Own Writing
5.4 Students’’Writing Samples in the Workshop
5.4.1 On the Textual Transitions
5.4.2 On Providing Details to Improve Clarity and Reinforce Arguments
5.4.3 On Providing Vivid Descriptions
5.4.4 On Pfoviding Supporting Evidence to General Assertions
5.45 Revision of Opening Paragraph
5.5 Main Achievements from the Writing Workshop
……
Chapter 6 Discussion and Interpretation of the Process Writing Workshop
Chapter 7 The Implications of Teaching English Writing in Chinese Universities
References
Appendix
