An Exploratory Study Of Process Writing Applied To Middle School Writing Teaching

The teaching of writing has long been considered as the most difficult one among the four skills. However as an integrative ability, it should be emphasized. In the past twenty years, process writing approach has become the mainstream in second language teaching. The approach emphasizes that in the process of writing, students should cooperate with each other in pre-writing, drafting, and revising. Only in this way can they write good compositions. However, the process approach has only been discussed theoretically, and not much has been systematically practiced in China. "Compared to the traditional product approach, on what aspects is the process approach superior? Is it appropriate for students in the classrooms in China? How can it be put into practice in the classroom? "(Wang &Wang, 2004).Domestically, the teaching of writing remains very weak in senior middle schools. Generally, teachers assign students to write something, then students write it without much assistance, and the teacher evaluate (grade ) it. The problem is that without assistance or encouragement, students can hardly achieve the teacher's expectation.In order to improve students' writing ability, the author applied process approach to his writing teaching practice, trying to deal with the following three problems:a) Can the process writing motivate the students to write more actively and have more confidence in writing?b) Can students' writing competence, both in form and content, be improved...