本文主要研究初中教师英语写作书面反馈的基本情况，通过研究北京某所中学初二年级英语教师和学生对书面反馈的不同看法从而发现二者不相匹配或者矛盾的地方，进而为教师在此方面提供一些适当且更符合学生心声的建议。英语写作是“听，说，读，写”四大基本技能之一，在初中英语教学中有着很重要的地位，而目前关于英语写作书面反馈研究的主要对象是高中生和大学生，针对初中生的研究极少，因此，本研究具有一定的必要性和重要性。本文运用了样本分析，问卷调查，访谈等研究方法来统计目前教师书面反馈的方式特征以及教师、学生双方对此的看法。调查结果显示：1. 虽然教师书面反馈的格式、重点、语气和修正方式不同，但具有一些共同特征；2. 学生对目前的教师反馈基本上感到满意，但是也提出了更高的期待；3. 老师和学生对反馈的看法确实存在差异甚至矛盾。基于以上三点发现，本文对初中英语教师提出以下几点建议：1. 教师应提供更为清晰具体的反馈；2. 教师应结合正面反馈和负面反馈；3. 教师应尝试多采用问句和祈使句类型的评价；4. 教师应尝试根据学生能力提供综合内容和形式的评价。

The research focuses on the area of teachers’ written feedback in middle school English writing. It explores the mismatched perception on written feedback between teachers and students from grade eight in a middle school in Beijing, in order to provide some appropriate suggestions on improving teachers’ written feedback based on students’ needs. Such a study is important and necessary since writing is one of the four basic English skills whereas research of this area is mainly concerned with college and high school students; little research on middle school students has been done. Through sampling, questionnaire and interviewing, the result of the research shows that: (1) there are some shared features on types of teachers’ written feedback although they are varied in terms of format, focus, tone of comment and correction methods; (2) most students are satisfied with the feedback they receive but they have some higher demands at the same time; (3) mismatched perceptions on written feedback do exist between teachers and students. Based on the three findings, this dissertation recommends teachers to provide clearer and more detailed feedback and to combine negative comment and positive comment. Trying formulating the comments as imperatives and questions and providing more comprehensive comment on form and content according to students’ capacity are also suggested.