摘要长期以来，在写作研究领域和课堂写作教学中，衡量学生写作的重点往往停留在完成稿（the written product）上，而很少考虑产生于写作过程中的各种因素，以及这些因素对完成稿的影响。我们较为熟悉的传统写作教学方法通常是先由教师讲授写作要点、分析文章类型和题材结构，等等。然后，学生按照教师所教的内容和所规定的条条框框练习写作。
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