A Feasibility Study Of Applying Creative Thinking Strategies To Process-Genre Writing

This article focuses on Creative Thinking Methods of teaching ESL (English as a Second Language) writing. Its aim is to explore the function of the Creative Thinking in Process Genre Writing and pursue a better teaching model on Creative Thinking Strategies. Nowadays, there are a variety of approaches in EFL writing class such as product approaches, process approaches, genre approaches and length approaches. All these approaches accentuate the vital position of teacher a lot in EFL writing although process and length approaches partly elevate students' initiative status. Congruent with cognitivism and constructivism, EFL writing is regarded as a thinking process. In length approach, it is well known that "write is to learn" rather than "learn to write". But who writes to learn? Of course, students can write to learn. And how do students write? They encapsulate thinking to write across all the stages. This article suggests an increased emphasis on creative thinking strategies on EFL writing and arranges an experiment research. The creative thinking experiment will encourage ESL students in the creative exploration of different topics and will help to free them from the fear of writing. To test the effectiveness of the creative strategies in EFL writing, I schedule to make a quantitative research. The control class and the experiment class have similar background. All subjects were college students in grade one, and the average age was 19.The former embraces process-genre approach (a popular writing approach), and the latter with the application of creative thinking strategies to process-genre approach. Students are supposed to be more confident and interested in EFL writing after the experiment. Furthermore, their writing ability is improved. The SPSS will be used to analyze the data in the experiment. The thesis consists of five parts. Chapter one describes brief introduction and background of the research. Chapter two lists the theoretical basis for genre process approach and creative thinking strategies respectively. Chapter three introduces the research instruments, objectives and subjects. Chapter four elaborates the research data in details and makes discussion on those data. Chapter five concludes the research.