| Not only has English writing been considered as one of the four basic skills of language learning, but as an important aspect of communicative competence as well. English writing has captured more and more attention in the foreign language teaching and researching, which has been developed into an inseparable part of skills for the college students. Nevertheless, English writing competence and level of contemporary college students have failed to meet the requirements set by College English Curriculum. It is universally acknowledged by many teachers that English writing remains to be the weakest part compared with the other three skills. In recent years, a part of the experts and educationalists have attached more emphasis on the phenomenon, waging a massive explorations on many aspects, however, the experimental studies are far lower and student-oriented studies are much weaker. Meanwhile, the systematical, whole, and regular researches leave much to be desired, especially in the non-linguistic factors.This paper tries to explore the effects of college-level students' English writing in the various aspects of non-linguistic factors. The experiment is conducted among 160 sophomores of non-English major with different writing proficiency from Fuqing College, Fujian Normal University, among which 80 heads are the most proficiency, while the others are the least proficiency. Questionnaires, non face-to-to real time observation, semi-structured interviews and written products are applied in the study to analyze and examine the statistics from the interior and exterior factors. Research shows that the problems in the college-level English writing involve such non-linguistic factors as affective variables, cognitive ability, educational backgrounds, and cultural thinking and feedback forms.Based on the teaching experience and academic research, the author puts forward some corresponding and proper strategies to cultivate students' writing competence, and promote the teachers' teaching level.
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