Research On Application Of Teaching English Writing Across A Multiple-level Model In High School

The cultivation of English-writing skills is nowadays the main task for English teaching in middle schools. It is also an important quality standard of teaching. Actually, English-writing is one of the most difficult aspects both for students and for teachers.Through research work, the author finds there are some problems exit in the teaching of English writing, which mainly are reflected in two respects, namely the teaching approaches and the way of assessment of students' products. Problems also exit in students, the principal body of teaching, among which the poor grasp of basic language knowledge, the negative influence from native language writing, and the lack of adequate writing strategies.According to the above finding, the author puts forward Teaching English Writing across a Multiple-level Model. The Multiple-level Model refers to the writing teaching adopting process and genre approaches, and writing strategies training on the students as well.Over the past decades, product approach have dominated much of the teaching of writing that happens in middle school EFL classroom. In recent years, process and genre approaches have gained adherents. Every approach has its own advantages and disadvantages. The model is a synthesis of the three approaches adopting their individual advantages and manipulation of writing strategies. This teaching model includes the essential ideas that the writing class recognizes: writing involving knowledge about language (as in product and genre approaches), knowledge of the context in which writing happens and especially the purpose for the writing (as in genre approach), and skills in using language (as in process approach). It also emphasizes training of knowledge strategy and monitor strategies —planning, evaluation and revision, which is based on Hayes and Flower' s cognitive model for writing, one fruit of the research on writing process in the field of modern cognitive psychology.Contrast experimental method is adopted in the research. Students of 2 Senior III classes are randomly arranged to study. One class is referred to as the experimental, the Multiple-level Model utilized; the other is referred to as the contrast , the traditional product approach adopted. Theprocess of the experiment is recorded in forms of students' Formative Assessment tables; weekly diaries as well as interviews. All the data are processed with the help of SPSS for windows 12.0 and Microsoft Excel.The results show that the Multiple-level Model has greater effects on improvement of the students' writing skills than the traditional product approach. They also indicate that different range of improvement happens among groups with high scores, medium score ^and low scores according to writing performance . The group with low scores don' t achieve noticeable improvement while the other two groups accomplish remarkably. Meanwhile, the students do better in manipulating writing strategies and can apply them in the similar study of other subjects.