Application Of Cooperative Learning Into The Teaching Of English Writing In Senior Middle School

English is an ideal language for people around the world, Senior school students today are supposed to face different kinds of challenges in the 21^st century. To serve the future society well, students must know how to communicate with others either in spoken or written forms, of which writing is more important and more frequently used. Therefore, senior high school students must develop their writing competence for future.The thesis is expected that research on improving English writing ability through cooperative learning would provide helpful implications for ELT. It consists of five parts: introduction, literature review, applying CL into writing, major problems and solutions in students' writing , a survey about CL. The paper describes the background and the meaning of CL, and then it points out the superiority of CL by comparing with competitive learning and individual learning .By analyzing the problems in the teaching of wring, points out that cooperative learning- a learner-centered approach—is a way out in educational reform. Based on the theories of motivation, cognition etc., the author of the thesis advocates that cooperative learning is applicable in the area of language teaching and learning. When used in writing class, it can make students actively involved in writing activities, stimulate their writing motivation and change attitude toward writing. By providing authentic readers and in time face-to-face interaction, it can also increase the sense of audience, develop communication strategies for the purpose of successful communication.In addition, a 18-week experimental research was carried out. The 128 subjects from two classes in Grade Two of Dendou Middle School of Inner Mongolia were involved. Under the analysis of the statistics from experimental results and questionnaires, the findings showed that writing ability of the experimental group had improved significantly and cooperative writing had helped develop students' non-intellectual factors. Finally, some general implications are concluded and suggestions for further studies are put forward.