| Teacher feedback is an integral part of composition instruction. It is essential for every language teacher and researcher to consider how to make the most of teacher feedback in order to improve EFL learners' writing. But how is the present situation of teacher feedback in senior middle schools? Does teacher feedback have great effect on the improvement of students' writing? These are what this thesis aims to explore.This thesis first analyzes the major approaches to English writing focusing on the advantages and disadvantages of each. The author then further discusses the relationship between teacher feedback and writing ability by making a literature review of feedback. Aiming to answer the following research questions: (1) How do most teachers treat the students' composition? What kind of feedback do they often use? (2) What are students' attitudes toward teacher feedback? What about their feedback preference and needs? (3) Are there any discrepancies between teacher feedback and students' feedback needs? (4) Which feedback is more effective, peer feedback or teacher feedback, form or content feedback? The author makes a preliminary investigation into the present situation of teacher feedback to English writing in senior middle schools through questionnaires both for teachers and students. Based on the results of the investigation, the thesis reveals the present situation and some inadequacies of teacher feedback to English writing in senior middle schools. Then the thesis goes on to make an analysis of the common problems in the comments of English writing in senior middle schools and points out the causes that lie behind them. Finally, the thesis presents some corresponding solutions in the hope of improving the current practice of teacher feedback and students' writing ability, e.g. the timely and efficient feedback, a proper attitude toward students' mistakes, positive and individualized comments, different kinds of feedback and making full use of revision.
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