In adults writing,particular emphasis should be laid on practice and operation in terms of content,comment on students compositions made in class with a clear aim,importance attached to the understanding of basic writing theory and training in basic skill,and a good habit of writing formed.

The child-oriented idea has become logical starting point of China\'s children\'s poetry and brings a broad and profound impact to the development of children\'s poetry.

This study examines the differences of applying writing strategies between different student groups and the relationship between writing strategies and writing achievement.

The present paper reports the relationship between the meta-cognitive strategies and College English writing achievements.

The present study aims at investigating non-English majors writing strategy use (WSU) and its relationship to writing achievement (WA) by analyzing the WSU and WA of 113 students of grade 2004 from Shandong Politico-Legality Management Cadre Institute.

The results suggested that, through the process of writing to learn, which aimed at fostering both students positive feelings for study and keen output awareness, the training not only played a positive role in actual writing performance, but also had a potential positive effect on language proficiency.

In the analyses of the 76 articles mentioned above,not much work has been done concerning the relationship among these three factors—motivation,strategies and proficiency,especially on the correlation of writing motivation,writing strategies and writing performance.

Repeated one-way ANOVAs yielded significant difference in writing performance but not in writing anxiety among the three levels.