This study investigates on the use of English writing strategies of medical undergraduates through empirical methods. The results show that the level of English writing strategies of medical undergraduates is average. Its characteristics includes that before writing

metacognitive strategies are commonly used

while memory strategies and social strategies are rarely used; in writing

memory strategies

cognitive strategies and social strategies are widely applied

but compensation strategies are seldom used; after writing

compensation strategies are frequently used

while social strategies are seldom used. Additionally

students with high grades are generally superior to students with low grades in the use of writing strategies

and there are significant differences in the use of most strategies before

during and after writing. Students with high grades are better at examining questions

conceiving and drawing up outlines before writing

pay more attention to supporting sentences/expanding sentences in writing

and much more emphasize the overall structure of composition after writing. Based on above findings

a few measures to improve college English writing are also discussed.