Writing Task Based On Process Design

Task design is not only an important link of teaching, but also crucial to the success of task implement. In this paper, the effects of the application of task design into each stage of process writing on non-English major students'writing ability and interest were explored. Thereby, certain important implications can be provided to college English writing teaching.Quantitative and qualitative researches were adopted. A questionnaire, a writing test and an interview were used. The data from the questionnaire and writing test were analyzed by software SPSS 17.0. Independent-samples T-test was used to compare the differences of writing achievements and interest between experimental and controlled class, while Paired-samples T-test to analyze the changes of writing ability and interest in experimental class before and after the experiment. An interview was made among six students from three levels (excellent, medium and fail) in order to get a further analysis about their attitudes towards writing, reflections on writing teaching methods, and their mastering conditions of writing process.We can conclude that in the College English writing teaching, based on process writing, through the scientific task design, the students'writing ability can be improved effectively, interest in writing stimulated, and the writing process grasped more clearly. According to these findings, implications are provided to the college teachers.They need to highlight the characteristics of task design, arouse students'participation enthusiasm, strengthen their main responsibility as learning main body, and eventually promote their all-round development.