Effects Of Collaborative Pre-writing Planning On Senior High School Students’ English Writing Quality

As one of the three sub-processes of writing,pre-writing planning can be categorized as individual pre-writing planning(IPP)and collaborative pre-writing planning(CPP)according to the participants.Comparison of the two planning ways on writing quality has been found in many researches.Most of these researches contrast the two planning ways in terms of accuracy,fluency and complexity of textual products.They found that CPP can improve the overall quality of text to a certain extent,yet they held different opinions about the separate effects of CPP on accuracy,fluency and complexity.Meanwhile,the teaching of writing in practice prefers to planning individually before writing,although CPP has been proved in many researches to be more advantageous than IPP.This research aims to explore the effects of CPP on accuracy,fluency,complexity and overall performance in senior high school students’ English writing and ultimately review CPP’s significance in English writing.The specific research questions are as follows:(1)What effect does the CPP have on writing accuracy?(2)What effect does the CPP have on writing fluency?(3)What effect does the CPP have on writing complexity?(4)What effect does the CPP have on the overall performance of writing?In response to the research questions,a 6-week experiment was conducted.Participants of the research were 40 students from two intact classes in the third grade of a middle school.The number of students of the experimental class and the control class is the same,and the average English scores are close.Students in the experimental class were divided into 4 groups with 5students in each group.They make CPP and then finish the writing task independently.Students in the control class make IPP and then finish the writing task independently as well.At the end of the experiment,we calculated the indicators of accuracy,fluency,complexity and overall performance of the two classes’ textual products firstly,and with the help of SPSS 23.0,compared differences in these indicators between the two classes.Finally,On the basis of the data we obtained,we summarized the CPP’s effects on English writing qualities on senior high school students.We made theoretical analysis of these effects from the perspective of Cooperative Learning Theory,Sociocultural Theory and Interaction Hypothesis.In this research,the difference is significant in accuracy and fluency whereas a relatively slight difference in complexity.We found that CPP has significant effects on improving writing quality,as is reflected by the fact that students in the experimental class show a better performance than control class in accuracy,fluency and overall performance.We also found that the difference of the two classes varies in the indicators.The research indicates that pre-structured CPP under the guidance of teachers can help students take advantage of the resource integration to improve the writing quality and develop students’ independent writing ability.