There are many researches related to English composition of middle school students。 In the late 1960s, during the early research period of the theoretical framework of writing psychology, Rohman proposed the early writing model, which pides writing into three stages: the pre-phase of writing including planing or designing; phase of composition involving drafting first draft; the second phase of composition including revising and modifying。 In the early 1970s, the western writing teaching knowledge lingered on the rhetorical method, which depended on the model essay to form writing rules, and translated ideas and thoughts into the text。 After cognitive psychology stepped into the phase of research of writing psychology, the study of the writing process became the key point, western psychologists carried out a large number of empirical studies, and fundamental change took place in the writing methods。 论文网

In the mid-1980s, psychologists began to put emphasis on article structure, organization and the application of the schema in writing teaching。 Taylor argued that the cause for the difficulties of student writing exposition was that they did not pay attention to the structure of the article, did’'t know how to put the disorganized illustrative materials into the article。 Gordon and Braun argued that the experience students had about different types of articles as well as structure scheme provided framework for the understanding and memorization。 The story structure ideas in people’s minds could be used for writing。 

In the late 1980 s and 90 s, psychologists began to explore the influencing factors of writing teaching and cultivation measures from a broader perspective。 For instance, Berninger developed theoretical writing model used to diagnose and correct children's writing defects。 They thought the children who have writing defects could consult the model of Flower and Hayes, and carry on the practice in stages, in which the children was asked first to speak out content they want to write or outline the paper’s organization pattern。 Da La Paz and Graham carried out planned and strategic training to the students who had a writing disorder, guided them how to generate, evaluate, organize thoughts before the formal writing。 This kind of training could improve the quality of their composition, and played the biggest role, especially when the planning training was combined with oral writing。 

In recent years, the domestic related researches were also influential。 Guo Chunjie was the first one who used mother tongue thinking and foreign language writing ability as the core subject of study。 Wang Wenyu and Wen Qiufang applied the same method to do the further research。 In English writing teaching of middle school, the writing pattern method put too much emphasis on “results method “ which Liu Shangfu defines as the mode “teacher assignment - student writing - teacher correction”。 This model focused on the sentence level, such as grammar, vocabulary, spelling, etc。 It often did not attach importance to cultivating the correct writing skills and habits of students, could not improve the effect of writing, and in turn stimulate students’ interests and motivations of writing and strengthen their sense of achievement and relaxation。 

 This paper analyzes the situation of English writing in middle schools in China。 Writing is neither emphasized properly nor taught in an appropriate method in junior school。 Therefore, there are many problems in the writing habits of students。 So it is believed that if people find out what the main problems are, they can find correspond ways to solve them, and thus people can improve the student’s writing ability。 The paper falls into five chapters and they are as follows:The first chapter is the introduction, including the significance of English writing, the structure of this paper and the research status of the topic, which aims to help the readers better understand the following paper。 The second part illustrates the problems existing in English writing through concrete examples。 The third part analyzes the reason for these problems, such as the different language organization between Chinese and English, mother-tongue thinking ways, and the unsatisfactory foundation of English of students。 The fourth part will put forward suggestions for the teachers and students。 The last part is a reasonable conclusion。