Although considerable research has been devoted to the problems and issues reported by instructors and students about the choice of research field and theses topics, the collection of working data, the writing of detailed outlines, and the first and final drafts of the thesis, rather little attention has been paid to the actual help and guidance that can be provided to the students. This paper argues that, in order to guarantee the academic standard of the graduation theses of students of English as a second major, the thesis writing course needs to be task-based and teacher-student interactive. It has been found that, when presented in the form of workshops, the thesis writing course turned out to be more effective.