Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors' writings, which decrease non-English majors' ability to use English as a tool to realize its pragmatic functions and meta-functions. The exam-centered objective, the product-oriented approach, the inefficient mode of instruction, the ineffective feedback and the lack of creativity in teaching are responsible for the problems in non-English majors' writings. To avoid those problems, teachers need to improve their ways of instruction. (Contains 1 table.)