It is expected that research on promoting English writing achievement through cooperative learning would provide helpful implications for ELT.

This study examines the differences of applying writing strategies between different student groups and the relationship between writing strategies and writing achievement.

The present paper reports the relationship between the meta-cognitive strategies and College English writing achievements.

The present study aims at investigating non-English majors writing strategy use (WSU) and its relationship to writing achievement (WA) by analyzing the WSU and WA of 113 students of grade 2004 from Shandong Politico-Legality Management Cadre Institute.

The results suggested that, through the process of writing to learn, which aimed at fostering both students positive feelings for study and keen output awareness, the training not only played a positive role in actual writing performance, but also had a potential positive effect on language proficiency.

In the analyses of the 76 articles mentioned above,not much work has been done concerning the relationship among these three factors—motivation,strategies and proficiency,especially on the correlation of writing motivation,writing strategies and writing performance.

Repeated one-way ANOVAs yielded significant difference in writing performance but not in writing anxiety among the three levels.