The Process Writing Method In The English Writing Class In Senior High School

As one of the four language skills for communication, writing can help students master language effectively and reflect students'integrated language level.In recent years, more and more teachers have realized the important role of writing in English language teaching. The trend seems to have been reinforced by the new writing objectives in the newly promulgated Senior High School English Curriculum Criterion and new marking criteria of NMET. Yet, despite the numerous efforts made by teachers and students, English writing is still the most challenging and threatening course for most students. One major factor accounting for this fact is that our teaching practice still falls back on the traditional product-oriented approach. Such practice seems to have ignored cognitive factors of the writing process. The writing process is recursive and non-linear. While writing, students exhibit a variety of behaviors such as pre-writing, drafting, responding, revising and editing.The major concern of the present thesis is to explore and apply a new process-oriented approach to teaching writing that may be suitable for Chinese high school and to verify its effectiveness and feasibility. The study attempts to answer the following research questions: Compared with the traditional"product-focused approach", what are the advantages of the new method? Is it suitable for senior high school English class in China? In order to answer these questions, it's necessary to do deep researches on the basis of practice.This paper systematically probes into the formation of the process writing method and its essence, main features and the basic operational model as well. Based on the survey and the experiment, this paper proves the practical value of the Process Writing Method.First, by data analysis the thesis discusses the current situation of English writing and points out the necessity of reforming the traditional writing teaching model and the feasibility of the Process Writing Method in theory. Second, the thesis gives a definition of the Process Writing Method, explores its formation, essence and main features. Third, the thesis focuses on the experiment on improving senior high school students'English writing by means of the Process Writing Method. According to the data of the experiment, we conclude that the students were favorable to the new method and consequently felt more confident in their own writing ability and in their use of English.Finally, we suggest the Process Writing Method should be used flexibly to create a new model for writing teaching in senior high school English language teaching in China.