The Application Of Interactive Writing In English Teaching And Learning In Middle School

Writing is one of the most difficult parts in English teaching and learning. It is hard not only for teachers but also for students to deal with. In order to explore a new way of improving the level of students' English writing, many researchers are working actively. This article mainly expounds the active effect of interactive writing on the teaching of English writing in middle school, and it discusses the active effect of interactive writing on the teaching of English writing and its three main methods (small-group writing, individual writing and class writing), and then analyzes the active effect of it and the enlightenment it gives us. The article is on the basis of Grice's "cooperative study" theory and Kafka's "group dynamics" theory. The conclusion of this article is drawn from the analysis of the data collected from the tests and experiments. The writer hopes that this article will be helpful and useful for improving the level of English writing teaching and learning in middle schools.Class writing, which can be used at any level of language learning, readily sparks enthusiasm among students who are perhaps tired or bored by other language-learning tasks. It consists simply of the students writing on the blackboard a group composition-created by all, corrected by all, savored by all. It is far easier and less intimidating for each student to compose an interesting sentence. Since success builds confidence, the budding authors can gradually pass from group work to self-sustained production.For the small-group writing, the same techniques as in class writing may be used, except that the students work in small groups, producing brief compositions, which they can then write on the board for the appreciation of their classmates. Either at this point or earlier, group can exchange their compositions for grammar evaluation and adjustments.Having moved from class writing to group composition, the students are now ready to fly on their own and undertake sustained individual writing. A very simple approach is to offer the students for their early attempts a list of vocabulary words, carefully selected for their relation to a nonstated theme, and invite the students to use half ofthese in a paragraph.