A Study Of The Application Of Model Compositions In High School English Writing Teaching

As an important component of English language learning, English writing can best reflect students'language proficiency. But writing is still a weak aspect in the present high schools'English learning and teaching. On the one hand some students have difficulties in English writing; on the other hand, how to teach writing effectively is a challenge for language teachers. How to improve students'writing ability becomes one of the biggest focuses in the research of English teaching. Meanwhile, previous studies mainly focus on the theoretical explorations and in most studies the subjects are not high school students. With comprehensible input hypothesis, coherence and cohesion theory as theoretical foundation, this study attempts to find whether model compositions can improve students'writing ability.The criterion of selecting model composition is based on Schmitt & Cartrer (2000). Teachers choose some of the students'compositions to be the model compositions. During writing teaching, teachers focus on students'grammar and words usage. On the research method, this paper adopts the demonstration analysis.This paper firstly reviews the domestic and foreign scholars'relevant studies, as well as the two theories, comprehensible input hypothesis and coherence and cohesion theory. Then to test the hypothesis that using model composition could improve students'writing ability, an experiment is carried out among students of a senior high school in Linyi. In order to make the experiment easier, we take the exam in the beginning of the term as the pre-test and the mid-term examination as the post-test. The experiment lasted for ten weeks.After the experiment, the data were analyzed by SPSS 17.0. According to the statistics, test scores of the experimental group are substantially higher than that of the control group, which shows that using model compositions could improve students'writing ability. Finally, it comes to the conclusion. The limitations of this study and some suggestions for teaching English writing and further research are also put forward.