The Application Of Process Writing Approach To English Writing Teaching In Senior High School

As an important part of language ability,English writing reflects students’ thinking ability and language ability.The National English Curriculum Standards(2017 Edition)emphasizes that senior high school English teaching should focus on the core competence of English discipline,so senior high school English writing teaching should pay attention to it accordingly.Therefore,senior high school English writing teaching should improve students’ writing ability as well as other abilities,including analyzing and comparing,synthesizing and classifying,abstracting and generalizing,discerning and constructing.Senior high school English writing teaching should also build students’ cultural qualities,such as understanding,tolerance,and communication,and improve students’ learning abilities in autonomous learning,cooperative learning,inquiry learning and lifelong learning.However,the traditional English writing teaching method,product-oriented method,only aims to improve students’ writing scores.It only focuses on the final products and ignores students’ writing process.The product-oriented method of teaching writing has led to the problems such as vocabulary shortage,blind copying,ambiguity,rote memorization,and lack of interest in writing.The return students in the classes taught by the author in Hengshui No.1 High School are generally characterized by their eagerness for quick success and instant benefit,not focusing on the communicative nature of writing,weak basic knowledge,poor writing habits,and lack of writing confidence.Aimed at improving the current situation,the author carried out this action research on process writing,aiming to find out if process writing can improve return students’ writing ability and how the application of this method affects students’ writing ability.Through some research instruments such as questionnaires,interviews,controlled experiments,and writing samples,the author makes a research and concludes that process writing can improve students’ writing ability,in the aspects ofnatural transition,the clarification of the central idea of the article,stronger coherence of the article,and richer and more decent sentence structures.There are some problems with this action research.First of all,based on former researchers’ products,the author makes his own list of items in responding stage.Due to the author’s knowledge limitation,the list may be incomplete.Secondly,in the revising stage,some underachieving students are afraid to share their work,and some top students are not willing to share their work because they think they can get few useful suggestions.These two limitations should be improved and modified in the future research.