Abstract:It is a widespread phenomenon that Non-English major students have little practice in language output. Based on the language output theory, this article emphasizes that in English writing teaching, students’ language output activities should be enhanced. This is not only good for the reconstruction of their knowledge about language and the transformation of declarative knowledge to procedural knowledge but also beneficial to the improvement of students’ abilities to practically apply the language. Based on the above theory and the daily teaching practice, the author explores the roles of teacher’s and students in the English writing teaching activities and formative assessment system. In the end, the author puts forward the corresponding practical writing classroom activities.