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PAGE  PAGE 14 PAGE IV Teachers’ roles in the students’ writing process Investigator: Peng Tingwu Submitted on April 24th, 2013 In fulfillment of the course “Practical Project Design” Acknowledgements I am mostly grateful to my supervisor Zhu Hengjia without whose support and patience this project would not even have been completed so smoothly. I am grateful to Professor Gu Yueguo for editing us such a good course. No amount of thanks will be adequate for my students without whose willing participation in the project implementation it would have remained on paper. Last but not the least, big thanks to my colleagues and classmates for their time spent on brainstorm as well as their support and help. Abstract This study presents a detailed report of the project implemented to improve students’ English writing through teachers’ interventions. Based on the assumption that teachers’ just-in-time interventions can help the students with English writing better than traditional ways, a six-week program was adopted. Data were collected through questionnaires, analysis and discussion of which shows that teachers’ in-time help contributes to student’s skills and motivations in language learning, especially English writing. However, the program seems to be powerless to a certain number students. Further research is needed for her measures to motivate the learners. Main Headings of the Project Report: Introduction …………………………………………P5 Problem analysis ………………………………………… P5 Possible solutions …………………………………………P5 Project objective………………………………………… P6 Project hypothesis…………………………………………P7 Project rationale…………………………………………P7 Research design…………………………………………P8 Project implementation…………………………………P9 8.1 writing of recounts ………………………P9 8.2 argumentative writing……………………P13 8.3 grammar in writing………………………P15 Data analysis…………………………………………P16 Project evaluation………………………………………P18 Conclusion…………………………………………P19 References…………………………………………P19 PAGE  PAGE - 33 -