English Writing Teaching Model Exploration In High School

English writing teaching is an indispensable part of English language teaching. In recent years, the writing teaching model "The Length Approach" has been widely adopted in universities in China and the increasing studies concerning this approach have been made. This promising development begins to encourage some researchers to explore whether the Length Approach can achieve desirable results if employed in high school. "The Length Approach" is originally proposed by Wang Chuming from the Guangdong University of Foreign Studies. It requires the students to write long composition to improve their English, the longer the better. It is assumed that the approach can help improve the students' emotion, widen their thoughts, and bring their potentials into expression in practice so that it can enhance their confidence and urge them to learn English. The learning practices of students, however, demonstrate that the Length Approach bears weaknesses, one of which is that the composition is often overloaded with many simple and dull sentences though it is long. Being aware of the deficiency, some researchers propose that the Length Approach should be aided with sentence model practices so that it can produce better results and the "Sentence Combining" is the very one, for "Sentence combining", put forward in 1965 by Kellogg W. Hunt, an American researcher, was proved to be an effective way to improve sentence complexity. To testify the hypothesis, this thesis designs an empirical experiment by comparing the new teaching model—the integration of "Sentence Combining" exercises into "the Length Approach"—with "the Length Approach". It is concluded that by adopting the new teaching model, the student's interest can be dramatically aroused and the quality of the composition can be effectively improved in shorter time than by adopting "the Length Approach" only.