Improving Non-English Majors' Writing Competence

The purpose of college English teaching is to foster students' ability to use English properly. Writing ability training is a crucial link in the ring of English teaching. In view of the fact that most colleges have not set up writing class for non - English majors, the exercise, i.e. teachers' practice of written feedback to students' composition is of great significance. The feedback heavily influences students' writing ability. Therefore the aim of this thesis is to discover non - English majors' preferences and beliefs regarding teachers' written feedback by analyzing the response of students and teachers to the structured questionnaires.Studies on this issue began fifty years ago in which the western linguists and teachers of English argued a lot. English teaching has its particular characteristics in Chinese context. The former researchers' discoveries match the condition of Chinese students to some extent, however, Chinese students' learning context and motivation also exert strong influence on students requirements to teachers' written feedback.The conclusions drawn from the analysis of both student and teacher questionnaires show that non English - majors think that teachers' written feedback to their compositions is necessary and of great help. The correction on spelling, grammar, vocabulary and organization is favored by students. Moreover, the techniques such as coding are appreciated by students. Teachers' concern about students' needs and adoption of those methods will help student improve their ability of writing.