The Different Impact Of MD And OD On English Writing Quality

English writing, as an important language output ability, is gaining an increasing attention. As process pedagogy has been introduced into second language writing in 1970s, many foreign teachers encourage their students to conduct multi-drafts of the same writing and provide feedback to help students revise. Therefore, there are many studies on the impact of multiple drafts writing and one-off draft writing on writing quality. However, relevant studies at home are comparatively fewer.In order to explore deeply the impact of multiple drafts writing and one-off draft writing on writing quality, a longitudinal study is performed.10 navigation major students are chosen from Dalian Maritime University as subjects. According to their own choice, they are divided into two groups:multiple-draft writing group (MG) and one-off draft writing group (OG), five students for each. And this research covers two semesters. Students write essays once a week (MG conducts three drafts writing of a single writing, one draft a week; OG conducts one-off draft of different topics, one essay a week). The researcher provides combined feedback—integration of content and form feedback, and direct and indirect feedback and then returns in the following week. MG and OG complete 12 writing tasks respectively, and 60 compositions of each group are collected. This thesis analyzes students'errors on composition form and content and takes their CET-4, CET-6 and final examination writing as evaluation standard for changes of writing quality. Three interviews are performed in the empirical study in order to further find out reasons for the changes of writing quality under multiple drafts writing and one-off draft writing background.Results demonstrate that both groups have made progress under the integration mode of content and form feedback and direct and indirect feedback compared with their performance in the first writings. MG outperforms OG in grammar, expression (word choice), simplicity of language and content/ideas. OG always does better than MG in expression (idiomatic expression). MG and OG perform similarly in coherence, organization, relevance of example and cohesion. This thesis conducts specific analysis on the reasons of these changes, and accordingly proposes suggestions for relative researches and writing teaching in future.